
Class 

faiyrightAi" 4 3 

COPYRIGHT DEPOSIT 



CONSTRUCTIVE BIBLE STUDIES 



EDITED BY 
ERNEST D. BURTON 



Cbilt* IReligion tn Song an& Stocg 



The Child in His World 





!t3C!3CM3C!3C!x!tl!3!tC?3C!3Ct3C!:C?3C^ 


Cbil5 IRcIiaion in Song an^ Stor? 


THE CHILD IN 


HIS 


WORLD 




BY 

Georgia Louise Chamberlin 

AND ■ 

Mary Root Kern 




CONSTRUCTIVE BIBLE STUDIES 
ELEMENTARY SERIES 




CHICAGO: THE UNIVERSITY OF CHICAGO PRESS 


1909 




1 



c 



'P^rA^ 



Copyright 1907 and 1909 By 
The University of Chicago 



Publislied August 1907 
Second Impression January 190& 
Third Impression October 1909 



Composed and Printed By 

rhe University of Chicago Tress- 

Cliicago, Illinois, U. S. A. 



2488^7 



TABLE OF CONTENTS 

PAGE 

(Parti vii 

Introduction < ^ ^^ 

I Part II xvii 

Series I. Parents and Children . . i 

How Joseph Honored His Father i 

Samuel Honoring His Parents by Trustworthiness 9 

A Father's Love 15 

The Daughter WTio Honored Her Mother by Service 19 

Series II. The Heavenly Father 26 

God the Creator of Earth and Sky 26 

The Story of WTiat a Little Boy Saw 34 

The Story of the Boy \Mio Had to Choose 38 

A Great Thanksgiving Day . 42 

Series III. The Joy oe GmNG 47 

''\Miat I Have That I Give Thee" 47 

The Measure of a Gift . 52 

A Tale of the Christ Child 57 

God's Greatest Gift: His Son Jesus Christ ......... 64 

Series IV. The Child and the Family 70 

The Boy Jesus 70 

The Brother \\Tio Cheated 75 

A Faithful Little Sister 79 

The Curing of a Selfish Boy 82 

Series V. The Child in Relation to His Friends 90 

Our Friends in Nature 90 

David's Friend: Jonathan 96 

The Stranger Friend 100 

Jesus, The Children's Friend 104 

V 



vi CONTENTS 

PAGE 

Series VI. Strength and Growth io8 

The Strong Man of the Olden Time io8 

To Him that Hath Shall be Given 113 

The Boy Is the Man in the Making 117 

A Great Day in the Life of Jesus 120 

Series VII. The Consummation of Growth, Eternal Life . . . 124 

A Great Easter Day 124 

The Friends of Jesus Live Forever 128 

The Immortality of Great Deeds 132 

Things Which Should be Killed 137 

Series VIII. Who Is the Brave Man 141 

The Man Who Had Courage to Obey 141 

Courage to Stand by the Right 146 

The Courage of Patient Endurance 151 

The Man Who Had the Courage to Seem Foolish 155 

Series IX. The Children in Relation to Their Country . . . 158 

Freedom under the Law 158 

My Countrymen 163 

The Flag of Our Country 167 

Series X. Growing, Being, and Loving 170 

The Children of ''Our Father" 170 

The Thoughtfulness of a Little Maid 174 

Increase of Powers with Use , . 178 

A Good Tree Brings Forth Good Fruit 182 



INTRODUCTION 

PART I 

The present volume is one of a series of three, intended primarily for the 
guidance of teachers in the first, second, and third grades of the elementary 
division of the Sunday school — that is, for teachers of children from six to 
nine years of age. It is hoped that the book will also be serviceable to mothers 
for use in the home, in the rehgious instruction of children of these ages. 
The volumes are not necessarily consecutive, but may be used in any order. 

The combined services and lessons presented are the result of experiment 
in a particular Sunday school. Indeed, in some important characteristics the 
lessons are but the formulation of work which has been going on in that 
school for many years, with at least one noticeable result : a spirit of reverence 
and sympathetic interest among the children, which is easily perceived by 
the casual visitor. 

These studies are based upon the belief that the child under nine years of 

age receives as much food for the development of the religious life from the 

songs which he sings, the prayers in which he joins, and the 

°^ ^ ° texts which he memorizes, as from the actual lesson itself. In 

Theme , . ,11 

the services an attempt has been made so to concentrate all 

these portions of the service upon one theme as to bring the largest possible 

emphasis upon the rehgious teaching involved. In this element of unity 

some services are more successful than others. The hymn which exactly fits the 

general theme is not always readily found, but in difficult cases a song which, 

if not containing the exact theme of the day, is at least not inharmonious with 

it, has been selected. The aim in every case is to introduce through the 

informal conversation the rehgious theme for the day, and in some way to 

touch that theme in every later act of the service. 

Since in most schools the accommodations are such that separate rpoms 

vii 



viii INTRODUCTION 

are not available for all the grades of the elementary department, this book 
assumes that there will be a separate room for the children 
rganiz ion ^j^^^gj. gj^ years of age, and that the grades corresponding to the 
first, second, and third in the public schools will occupy one 
room. As to the organization within this latter room, the plan may vary. 
On account of the difficulty of finding a number of skilled teachers of primary 
grades in any one church or community, it is recommended that one trained 
teacher and leader conduct the service, and give the injormal conversation and 
the lesson-story. Since, however, the individual child must be touched more 
closely, the department should be divided into small groups of six to eight 
children, each group having an individual teacher. A very important part 
of the work has been assigned to these group-teachers, and special sugges- 
tions for their guidance are given under each lesson. To them belongs the 
task of fixing in the child's mind the religious conception which has been 
suggested in the conversation and enforced by song and story. It is espe- 
cially important, therefore, that the teachers of groups, if not already ta ined 
students of child-nature, should use every means to acquaint themselves with 
not only modem theories, but modern practice in the education of children. 

In case the organization suggested is impractical in any particular school, 
because of the lack of a good leader, a chorister may conduct the service, 
and the group-teacher may give both lesson-story and group-work. In that 
case the interval between the two should be retained, the work being thus 
divided into two periods. Young children will not be likely to maintain 
interest for so long a period of time as a combination of these in one period 
would require, without some physical change and mental rest. 

It will perhaps be well if the work be conducted in this way occasionally in 
any case, in order to give the leader an opportunity to visit other portions of 
the school, and to keep more closely in touch with the organization as a whole. 
At all events, each group-teacher should have access to a copy of the lessons, 
and should make as complete and careful a study of the whole as the 
leader. 



INTRODUCTION ix 

The lessons in this volume are arranged to cover thirty-nine' Sundays, one 
Sunday being allowed for Children's Day in June, suggestions for which 
appear in the introduction to the work of that month, making 
eng o ^ period of forty Sundays. The topics are selected with refer- 

ence to the seasons, and should, if possible, begin in October 
and end with July. One group of four lessons is allowed for each month. 
Upon the occasional fifth Sunday in the month it is suggested that both lesson 
periods be left to the group-teachers, and the time occupied in reviewing the 
stories already given, and doing any work upon the previous lessons in the 
notebooks which may have been omitted. Should the lessons be commenced 
at any other season of the year, they should begin, not with Lesson I, but with 
lessons assigned to the month in which the work is begun. 

Each group of lessons contains the development of a general rehgious 
Development of theme, and the groups follow each other in a more or less logical 
Thought from arrangement. A statement of these themes will perhaps assist 
Group to Group ^j^e teacher to an appreciation of the order of the lessons. 

Beginning with the child in the home, the opening lessons suggest the 
obHgation of the child to the earthly parent, leading to the thought of the rela- 
tion to God the Father, the Giver of all good gifts. The Thanksgiving and 
Christmas themes are brought into this period. Following these are lessons 
upon the relation of the child to other children in the home; going out from 
the home, the friendly relation of nature and of mankind is suggested, cul- 
minating in the love of Jesus for all children. The lessons then pass from the 
thought of those things which minister to the child's happiness, to that of 
the responsibility of the child to others, and then to that of growing strong, 
and from this to aspiration after eternal life, with which is coupled a definition 
of the idea of true greatness or, as the child conceives it, courage. At the 
season of the year when the thought of old and young turns most strongly 
to the nation, with its obHgation of loyalty and service, attention is directed 
to relations to our country ; and finally there is a brief series of lessons suggest- 
ing our wider obligations to humanity and to God. 



X INTRODUCTION 

These are large themes in the abstract, but an effort has been made to 
present them through such concrete and interesting illustrations that they will 
suggest to the child's mind a high and true ideal of character, and, wakening 
in him lofty aspirations, have an influence in shaping his naturally developing 
religious conceptions. 

While the lessons are worked out in great detail, it is not with a view to 
dictating the work of a teacher who has pedagogical skill, combined with 
originaHty and power, and experience in handHng children. Such a teacher 
should study the principles underlying the series, and should discard specific 
suggestions freely. The greatest need of the Sunday-school world today is 
that of teachers who will study the material of the lesson and the special 
children to whom it is to be presented, and, with a knowledge of the principles 
underlying good teaching, work out the lesson which will be best for the 
particular school or class under their charge, rather than slavishly follow 
something already prepared for them. But such a weekly task demands 
much time and thought, and the majority of teachers engaged in primary 
Sunday-school work will find it to their advantage to accept the programmes 
here given, and to devote the time at their disposal to preparing to carry them 
out in the most effective manner. 

The greeting suggested in these services is an exceedingly obvious one. 

The leader should vary his greeting to suit the occasion and the hour, and 

should feel at liberty to adopt some entirely different form, if 

ree ing ^^^ suggests itself as appropriate. The object of it is simply to 

attract the attention of the children and indicate the formal opening of the 

service. 

The greeting should be preceded by a few moments of soft music so that 
the children will be anticipating it. It should be followed immediately by a 
heavy chord of music, as a signal for rising for the opening song. After 
that the rising and sitting should be at the discretion of the leader, who will 
have in mind the change of position needed in order to keep the children from 
becoming weary and inattentive. 



INTRODUCTION xi 

Signals should always be given to a school by a chord of music or a spoken 
word, never by a bell, which, however melodious, seems to introduce an 
inappropriate element in a rehgious service. 

The rehgious theme of each lesson is suggested in its first section. 
The material given under "The Preparation of the Lesson" is merely 
suggestive. Upon page 246 a list of books is given, to which the 
reparation |.gg^^j^gj- should have access, but it is the subject rather than the 
particular book that should be emphasized. 
The two things most needful to the teacher are, first, careful preparation 
of the story that is to be told, and, second, tact and resourcefulness in 
conducting the class exercise in such a way that its unity may be pre- 
served. 

The "Informal Conversations" are important as introducing the theme 

for the day. The teacher is urged to prepare for them with great care. They 

should be original, out of the teacher's own heart and mind, 

n orma bright, brief, forcible — conversations with the children, not talks 

Conversations , ' , . 1 . i i i r 

to them. The conversation suggested m the book may fre- 
quently be ignored entirely by the skiKul teacher, and a better one substi- 
tuted, provided that it introduces the exact theme of the lesson, and does so 
interestingly and clearly. Whenever the children can be led to the expression 
of the theme from their own thinking, the effect will be much deeper than 
when it is given to them by the teacher. 

One of the most helpful suggestions of modem education is the desirabihty 
of bringing the child into relationship with nature, and to a recognition of 
harmony and law in the processes of nature. Much work of this character 
is done in the best day schools, but it may well be continued in the Sunday 
school, for in nature the child recognizes the same divine laws of Hfe and 
growth as those which govern his own body and mind. The conversations 
may even more frequently than is suggested be introduced with some illustra- 
tion taken from nature in case the teacher is especially skilful in this direction; 
but if illustrations from nature do not clearly suggest the theme, they should 



xii INTRODUCTION 

not be forced into the "conversation," but a very brief nature talk may be 
given before the first song, immediately after the attention of the school is 
called by the opening sentences. 

Every effort should be made to render the prayer, which is separated from 
the conversation only by a song, the sincere expression of the child's desire. 
Prayer is the natural impulse of the child, but for this very 
reason the adult prayer is beyond his comprehension, and con- 
stant repetition of such prayers in his presence leads him to an inattentive 
and irreverent attitude toward prayer in general. One exception to the 
simple child's prayer should be the prayer of our Lord. This, although not 
fully understood by the children, is made interesting to them through their 
interest in Jesus, and its peculiar authority. It should be memorized at an 
early age. As frequently as possible in this and all prayers the children 
should join in the words. This habit will lead them to join in spirit in the 
few prayers which are made by the teacher in their behalf. Many times the 
prayer may be sung softly and reverently, thus combining two effective ave- 
nues for the expression of aspiration and desire. The prayers suggested not 
only cultivate the spirit of prayer, but will also lead to an appreciation of 
appropriate subject for prayer. 

The text exercise should be very informal, and as many children should be 

allowed to participate in it as time will permit. Not more than five minutes 

should be consumed and frequently by bright, quick work this 

_ . time mav be profitably shortened to three minutes. In the 

£x6rcis6s 

exercises suggested only certain texts are emphasized which 

have a bearing upon the theme of the day. These should always be called 

for, but not to the exclusion of others which the children know and wish to 

give. When a particularly appropriate text is given by one child, it may be 

emphasized through repetition in concert by all the children. Wherever an 

appropriate text has been set to music, as "Suffer little children, etc.," or the 

Golden Rule, it may be sung as well as repeated. 

The march-song has two functions — to emphasize the importance of the 



INTRODUCTION xiii 

offeriag, and to give physical relief by a few moments of active exercise before 
March-soi>g the story. The offering should be no merely formal matter, 
and but a genuine gift from the child to some purpose in which he is 

Benevolence interested ; therefore opportunity for choice should be provided 
by the provision of different baskets to receive the offering according to^the 
variety of choice possible- Children should stand at convenient points to 
receive the contribution as the other children pass by in the march. The 
baskets may represent the church, the Sunday school, and general benevolence. 
The amounts received in the latter basket should be dispensed only with the 
consent of the children as a whole and for objects in which their interest has 
first been aroused. 

It should be remembered that the inmiediate object is not so much to assist 
a worthy cause as to create the impulse to give and to furnish opportunity 
for its expression. Therefore the amount given and the particular object to 
which it is given are of less consequence than that the latter should appeal to 
the children as something worth doing. They will, however, respond to the 
suggestions of older people very readily, and money can be wisely dispensed 
and yet kept within the field of their interest. 

In presenting the lesson-story, the leader should bear in mind that the 
lesson-story is not the whole of the day's work, but only a step in its progress. 
The conversation starts the nail, the lesson-^tory gives it the 
strongest blow to carry it on its way, but leaves the group- 
teacher to give the last stroke and to drive the truth home to 
the child. Therefore let the leader study to make the story perfect as a 
story, not spoiled by overmuch preaching. 

No Bible story can be perfectly appreciated without an appropriate back- 
ground. Study, therefore, to put the story into a setting which will make 
its characters live before the children, not as names, but as individuals 
clothed and surrounded by natural environment, and speaking in their own 
words or a simplification of those words. 

While the religious teaching of the story is to be worked out in detail by the 



xiv INTRODUCTION 

group-teachers, in the preparation of the lesson-story the theme should always 
be kept in mind. This will lead to the presentation of a story from a certain 
point of view and with the emphasis upon certain features of it which lead 
naturally to the special event and theme which is in mind. The spirit of the 
story must also be molded in accordance with the impression which it is 
designed to make. It is an art to tell a sad story in a way which will not 
sadden but inspire, and to tell a bright story or a story of adventure in a way 
which will not simply entertain but arouse serious thought. Neither should 
the cHmax of a story be spoiled by too much talk after it. A well-directed 
question, or a sentence or two of comment, will show the purpose in presenting 
the story, and leave the impression vivid and the interest high. 

In a school organization such as suggested above, the group- teacher is 
tempted to feel that the story is the lesson and that the group- work is not 
The Work of important. It is precisely in this part of the work that the 
the greatest educational opportunity occurs.. Through the music 

Group-Teacher and the story the child has been aroused to a pitch of enthu- 
siasm which demands immediate expression, and only in such an expression 
of his thought and emotions can the true process of education be completed. 
In preparation for this work, the group-teacher must learn the lesson-story as 
thoroughly as the leader. He must be prepared to do the whole work of the 
two lesson periods, if for any reason the leader is absent ; and, even more than 
the leader, he must be full of the theme for the day, in order to meet and 
carry on the interest of the child. Nothing can be worse for the child than 
to turn from the enthusiastic leader to the blase group-teacher, who, because 
he has heard a story a thousand times, fails to be stirred by its significance 
to the child. The children should be seated around low tables, or should 
have small lap-boards upon which to work. Each teacher should keep the 
supplies for the class in a box, and give them out when the period for the 
group-work commences. 

The group-work must be exceedingly adjustable. Various suggestions 
are made, having for their object the expression through handwork of the 



INTRODUCTION XV 

formulated thought of the child; but the group-teachers must be full of 
invention, and in cases where the suggestions given are such that they would 
not appeal to a particular group of children, the material must be varied to 
suit the conditions. Mere disinclination to develop the thought according to 
the suggestions given is not, however, sufficient excuse for discarding them. 

The purpose of manual work in the Sunday school is not to cultivate skill 
in doing the thing, but rather to furnish an opportunity for the child to use a 
form of expression which is natural to him — the visualizing of his thought 
concerning a certain subject. He draws ships because he is fascinated by the 
subject. They may be very poor ships, but they express to him the complete 
idea of ships. Drawing, coloring, clay-work, and even the writing of texts 
will make more real to the child a story or a principle of which it is to him 
the expression, and the natural impulse to create thus brought into play will 
materially help to impress the truth desired. 

The last distinct section of the service is the birthday offering and, imme- 
diately foUowdng it, the welcome to new pupils. Each of these gives oppor- 
Birthday tunity to bring to the notice of the school in a legitimate way 

Offering and the individual child, giving him for the moment a special 
Welcome to and healthful importance. The birthday offering should consist 
New Pupils Qf pennies to the number of the years of the child, which may be 
counted by the school as he drops them into the basket. The accumulated 
birthday offerings should be devoted to some special purpose of interest to 
the children. 

For the welcome to new pupils, they should be called to the leader and 
receive a handshake and a pleasant word of greeting, which will give them 
a sense of membership in the school. If the other children join in this greet- 
ing by a simple welcome sentence, said or sung, and a waving of hands or 
handkerchiefs, a general good feehng is established. 

An attempt has been made, even at the cost of unity, to suggest for 
each service such a closing song as will become a favorite and will send the 
children away in good spirits. 



xvi INTRODUCTION 

As suggested previously, this book is intended primarily for the Sunday 

school, but the work suggested in it may be very happily carried out in the 

home under the direction of the mother, who, in that case, 

, p will be leader, group-teacher, and chorister in one. The 

period for group-work may in the home be lengthened to two 

hours on a Sunday afternoon, occupied with the working-out of the theme 

in a less formal way than is possible in the school. 

For the outside stories suggested in the lessons thanks are due to Miss 
Elizabeth Harrison and Mrs. Andrea Hofer Proudfoot, and especially to Dr. 
J. Paul Goode, who has so simply and clearly told the story of creation from 
the point of view of modern science. 

Georgia Louise Chamberlin 



INTRODUCTION 
PART II— MUSIC 

The music selected for the following lessons is intended to form an integral 
part of the service, enhancing and beautifying the thought of the hour. To 
fulfil its purpose, its preparation should be accomplished with as Httle obvious 
eS'ort as possible. *A pause for drill on the words and music would naturally 
break the continuity of thought, and mar the symmetry of the lesson as a 
whole. Ideally, the songs would be prepared outside of the Sunday-school 
hour, when special attention could be paid to the quality of tone used by the 
children, and to technicahties of phrasing and expression. A Saturday class 
of the more interested ones, forming a nucleus of leaders for all the children, 
would be of especial benefit. Where this is not practicable, it would be help- 
ful to hold a short session before the opening of the school to talk over the 
new SGiig of the day, to get at the special thought of its text, to hear its melody, 
and to practice the tone-quaUty which is best suited to express its sentiment. 

In any case, the leader should be thoroughly famihar with each song to be 
introduced, in order to be able to sing it directly and appeahngly to the chil- 
dren, unhampered by reference to the printed page. The pupils should be 
led to perceive that the melody is chiefly but a beautiful vehicle for the words, 
and that the singing must not be allowed to hide their meaning. A simple and 
natural utterance by the leader when first presenting the song will have marked 
effect upon the school singing, inasmuch as children are close imitators. 

Although the texts of songs will be given to pupils for preservation in their 
notebooks, wall-charts of the words will be found of value in the teaching of 
songs, inasmuch as reference to passages needing correction or special practice 
may be easily made by their aid. The position of the child in singing from 
the wall-chart is more normal than when using the printed page. 

To make the children's singing helpful to the spirit of the work, it is 
necessary that their voices be ''expressive," that is, capable of expressing the 



xviii INTRODUCTION 

feeling conveyed by the words they are singing. To be thus responsive the 
voices must be flexible. This can be gained only where no undue effort is 
made for power. The '* pubHc-school quahty, " so called, is the loud, inflexible 
tone which carries the heavier part of the voice up beyond its normal place, 
producing a strained condition. This strident tone does not permit of grada- 
tions of power, and the singing becomes monotonous and inexpressive. It 
may be corrected in small children by the simple device of allowing them to 
sing the scale downward from high to low doh, using the syllable loo on each 
pitch. Attention can be directed to the quahty of tone thus produced, the 
superiority of its Hghtness and sweetness being obvious. The singing of a 
passage which seems to invite the strident tone may be correctly sung by 
using the same device, repeating with loo on each pitch. 

Care must be exercised not to give the children a sense of being suppressed 
in the effort to correct overloud singing, lest the result be a joyless tone, 
lacking vitaHty. A few suggestions as to the beauty of the musical cHmax 
will direct their energy aright. Lead the children to see that not only to 
express the meaning of the words do they require gentle or more forceful 
singing, but that the melody alone usually has a part which should stand out 
as more important than the rest of the phrase. To give this its proper force, 
they must use moderate power until the musical cHmax is reached. There all 
the power compatible with sweetness will be necessary to give the desired 
effect. 

Thorough famiHarity with the songs contained in the following lessons will 
be of distinctly educative value to the children. 

Mary Root Kern 



SERIES I 
PARENTS AND CHILDREN 

N, B. — Before attempting to teach any of the lessons in this book a careful study of the 
Introduction should be made. 

The general aim of the following series of four lessons is to draw the 
attention of the child to the famihar relations of respect, love, and service 
which should exist between parents and children, not only in order to empha- 
size these relationships in themselves, but to use them later in illuminating 
the conception of God as Father, and suggesting the right attitude of mind 
and action toward him. 

LESSON I 

Ibow 5osepb Ibonoreb Ibis ffatbet 

AIM OF THE LESSON 

The conception of honor to parents is one which in this day and generation receives little 
emphasis. From an excessive and bUnd doctrine of subservience to parental authority, the 
pendulum has swung to the other extreme, and modern educational theorists are apt to con- 
sider that good-fellowship and friendly association upon equal terms as members of society 
is the ideal relationship between parents and children. The restoration of the idea of author- 
ity to the home and to the school is receiving wise consideration, however, as a safe and practical 
basis upon which to prepare the child for citizenship in a country to whose government and 
laws the citizen must, though they are in a true sense his own creations, render respect and 
obedience. 

The first lesson of the group suggests an old conception of honor to parents, 
which will appeal to the natural interest of the child in ancient customs. 
This will attract his attention to the general theme, and afford an interesting 
contrast to the true conception of how honor should be shown to parents, as 
it is worked out in the remaining lessons of the group. The story may seem 
a somewhat gloomy incident with which to introduce the series ; but it should 
be remembered that, to a child, death is mysterious rather than gloomy, and 



2 CHILD RELIGION IN SONG AND STORY 

this instance is so remote that it can hardly suggest more than an interesting 
story. 

PREPARATION OF THE LESSON 

The first step in the preparation of the lesson should always be to read the 
entire service through, in order to get the theme in mind. Indeed, both 
teachers and leader should read some lessons in advance, in order to note 
anything which requires a longer preparation. This is so obvious a suggestion 
that it is not repeated under each lesson. Read with great care the story of 
the sojourn of Jacob in Egypt, of his death and of the journey to Canaan for 
the purpose of placing his body in the family tomb (Gen. 45 125 — 46 : 7 ; 46 : 26 — 
48:22; 49:28 — 50:26). Get all the information you can about the ancient 
ideas of life after death, and the needs of the earthly body after death. Notice 
that to honor the body of a parent was required of the son, and was not a 
matter of choice ; also that great stress was laid upon the fact that it must be 
a son who paid this honor, not a stranger. In this lesson the story is given 
very fully because of the difficulty of securing information on this subject. 
It is expected that the teacher will upon the basis of this prepare her own 
story, rather than simply repeat what is here given. 

ORDER OF SERVICE, AND PRESENTATION OF THE LESSON* 

Greeting — 

Leader: "Good-morning or good-afternoon." 
Children: Appropriate response. 
Leader: "The Lord is in his Holy Temple." 
Children: "Let aU the earth keep silence before him." 

I If announcements are to be made, they may be introduced before the conversation or 
after the birthday offering, so as not to interrupt the thought of the children after the theme 
of the day is presented, unless the announcements are such as naturally to relate themselves 
to the theme. In the apportionment of time for each part of the service, not more than five 
minutes should be given to the " Conversation," and fifteen minutes to the "Lesson-Story." This 
should leave twenty-five minutes at the disposal of the group-teachers. Since the children work 
slowly, it is of the greatest importance that they should have plenty of time for the note- 
book-work. 



HOW JOSEPH HONORED HIS FATHER 3 

Song — "The earth is hushed in silenced (For words and music see p. 189, Stanzas 

i» 2, 3, 5.) 

Informal Conversation — 

Leader and Children: This conversation should call out the delight which 
children have in the possession of kind parents, and should suggest the sense 
of obhgation and gratitude to them, and the desire to do them honor. The 
conversation should be very brief, simply suggesting the thought of the 
day (see Introduction, '' Informal Conversations"), and closing with the 
question: "Who besides father and mother watches over us at night? 
Shall we sing our prayer to Him ?" 

Song — (For music see p. 190.) 

Father dear, I fain would thank thee 

For my long, refreshing sleep. 
And the watch that Thou did'st keep, 
"While I slumbered soft and deep, 
O'er thy child so lovingly, 
So lovingly. 

Prayer — 

After a question or two about the children's conception of prayer, repeat, 
the children repeating after you, the following couplet: 
Leader and Children (line by line) : 



To say our prayers is not to pray. 
Unless we mean the words we say. 



All: 



All that I today am doing. 
Help me. Lord, to do for thee. 
May I kind and helpful be, 
Only good in others see. 
Try to serve thee faithfully. 

Serve thee faithfully. 

In Jesus' name. Amen. 

Leader: " And Jesus said, ' Whatsoever ye shall ask in my name that will I 
do.' " 



4 CHILD RELIGION IN SONG AND STORY 

Song — (For music see p. 191.) 

Holy, holy, holy! Lord God Almighty! Holy, holy, holy! tho' the darkness hide 

Early in the morning our song shall rise thee, 

to thee; Tho' the eye of sinful men thy glory may 

Holy, holy, holy ! merciful and mighty ! not see. 

Which wert, and art, and evermore Only thou art holy; there is none beside 

shall be. thee 

Perfect in pow'r, in love and purity. 

Text Exercise^ (see Introduction) — 

Let this text exercise start with any texts which the children already know. 
Select from the following texts one or two which seem to you appropriate, 
and by suggestion and repetition with the children add each Sunday according 
to your own judgment: 

Ex. 20: 12 — Honor thy father and thy mother. 
Prov. 10: 1 — ^A wise son maketh a glad father. 
Prov. 17:25 — A foolish son is a grief to his father. 

Ps. 103:13 — Like as a father pitieth his children, so the Lord hath mercy on them 
that fear him. 

Eph. 6:1 — Children, obey your parents in the Lord; for this is right. 

March-Song and Offering (see Introduction) — ''Onward, Christian Soldiers.'' 

(For words and music see p. 192.) 

Lesson-Story (see Introduction) — 

Leader: "The other day as I was walking down the street I saw a long, 
black carriage, with black horses drawing it, and other carriages following it. 
I watched the procession go away far up the street, and turn in at a great 
gate. When I walked after the procession and came opposite the gate I 

I As the lessons progress, continually lead the children to recall old texts, but so far as 
possible let them be such as relate to the theme of the day. The children will thus be led to 
notice the meaning of a text much more carefully, and the text will contribute to the impres- 
sion which the whole service is designed to make. The teacher may frequently begin by sug- 
gesting the theme; e. g., friends, the Heavenly Father, or whatever the subject for the day; 
the children being asked to give all the texts which they can recall upon that theme. Let the 
children sometimes give texts as classes, rather than as individuals, and in every possible 
way vary the exercise until it becomes a fresh and stimulating, but always brief, period in the 



HOW JOSEPH HONORED HIS FATHER 5 

looked in and saw a place like a great beautiful garden, and in it were hundreds 
of white stones, some much higher than men, and some not so high as the 
smallest child here. What was that black procession ? What was the beauti- 
ful garden ? Do we think that the people whose bodies are buried in the 
graves in the cemetery are there, or are the real people living and happy with 
our Father in Heaven? Do the happy people need their tired sick bodies 
any more ? 

" People did not always think about God as we do now as a loving Father, 
nor in the long-ago time, did they think that people would not need their 
bodies after they were dead. 

"Do you remember Joseph? Can anyone here tell me anything about 
him? [If there is no response see that the story of Joseph is recalled in a 
few sentences.] There were two countries in Joseph's story, the one where 
he Hved when he was a boy (Canaan), and the one to which he was carried 
away and sold. What country was that ? 

" Shall I tell you what kind of graves they had in Egypt ? We know because 
we can go to Egypt away across the ocean and see them today. They are 
great pointed mountains made of stone blocks, pyramids we call them, and 
they are so big that very few people ever climb to the top of them, on account 
of the many steep steps. If we should go inside the pyramid mountains we 
would see great rooms, with little rooms in their walls, all empty now. Only 
the bodies of very great people were put away in these pyramids, which were 
built to do them honor. Their children thought it the greatest honor they 
could give father and niother to bury them in a pyramid with everything in 
the great room which it was thought they might need. 

"What do you think that a boy in Egypt thought that his dead father 
might need ? Water in jars, food in bowls, clothing, jewelry, sandals, a car- 
riage to ride in, servants to wait upon him. The servants were only Httle 
stone or wooden dolls, but the little Egyptian boy thought that these dolls 
could make themselves alive and useful. 

"Joseph's father had already taught him that only God could supply 



6 CHILD RELIGION IN SONG AND STORY 

what people needed after death, but Joseph did not know all that we know 
about God for he thought that only Canaan was God's land. Do you remem- 
ber how when Joseph was in Egypt, and very rich, he sent for his old father 
to come down and live with him in Egypt ? Joseph's father had lived seven- 
teen years in Egypt, and had been very happy v^ith Joseph. He had grown 
very old, and one day he became sick, and when he knew that he must die he 
sent for Joseph and he said : ' Bury me not, I pray thee, in Egypt ; but when 
I sleep with my fathers thou shalt carry me out of Egypt, and bury me in 
their burying-place.' And Joseph said: 'I will do as thou hast said.' Jacob 
meant that he wanted to be buried where his father, Isaac, and his grand- 
father, Abraham, were buried, in a great room in a cave, in a lot that Abraham 
had bought for a burial place, many years before, in the land of Canaan, 
God's land, where he thought that God could take care of him. 

"So when Jacob was dead, Joseph made a great funeral in his honor. 
For seventy days the Egyptians whose business it was to mourn for people 
were paid for weeping, and then Joseph asked permission from Pharaoh to 
take his father's body to Canaan for burial, and this was what the procession 
was Hke: A great many officers from Pharaoh's court, a great many of the 
famous people in Egypt, many of the old and wise men of Egypt, all the 
household of Joseph, and of his father Jacob — wives, sons, daughters and 
servants — but the children were left in Egypt. How sorry they must have 
been to be left behind. Then there were soldiers with chariots and on horses 
to protect the great procession from robbers, for this was a dangerous jour- 
ney. And so they came to Canaan, and when they had wept for seven days 
they put the body of Joseph's father in the cave in the rock and rolled the 
big stone which was the door across the opening and went back to Egypt. 

"I wonder if Joseph had in his heart some such command as this — say it 
with me — ' Honor thy father and thy mother, that thy days may be long upon 
the land which the Lord thy God giveth thee.' Would we think it better to 
do honor to father and mother when they are living or after they are 
dead?" 



HOW JOSEPH HONORED HIS FATHER 7 

Song — (For music see p. 193.) 

Praise ye the Father, His love is everlasting; 

Praise ye the Father, Let all the earth give thanks to Him. 

Honor and glory be unto Him forevermore. 

O God of mercy, Thy children raise their song to Thee. 

Great is the Lord who hath shown his glorious power. 
Who giveth light to the world, and blessing to his people. 
Great is the Lord, who hath given us the victory. 
With Love and power He ruleth the world. 
Arise and praise ye the Father. 

Glory to the Father, to the Father everlasting. 

Glory to the Father, who hath made the earth and Heaven. 

Loudly let the voices ring; loudly praise our mighty Lord and King. 

Children come before his presence with a song. 

And praise ye the Lord. 

Group-Work — 

Group-Teachers and Children: The children may be given their lap-boards, 
with covers for their notebooks, the song, "Father Dear," etc., and the 
title-page upon which the teacher has previously written the name of the child. 
These may then be arranged in the proper order within the cover pages. 

Recall the procession, and let each child name something or somebody 
in the procession. Discuss the possible order of the procession, and its 
happenings. 

Ask the children to tell you what the word ''honor" means. Recalling 
the story lead them to see that at least it means great regard for the wishes of 
those we love, since Joseph was so anxious to do just as his father asked. 

Suggest that it is much easier to remember something important if we 
have it written down. For instance, when Moses wanted the people of Israel 
to remember to honor father and mother, he wrote the words on a great stone, 
so they would not be lost or rubbed out. 

''Do we want to remember these words ? Then let us write them in our 
books." 

Explain that, since some of the children do not yet write very well, and all 
would like to have the first page in the books look especially neat, the letters 



8 CHILD RELIGION IN SONG AND STORY 

have been printed, and are ready for coloring. Give the page containing the 
text, and let each child illuminate it according to his own taste. 
Song — " There's naught I love so tenderly^ (For words and music see p. 196.) 

Birthday Offering and Welcome to New Pupils (see Introduction) — 

Song: — ^^ Jewels^ (For words and music see p. 202.) 

Closing Sentence — 

All: " For he shall give his angels charge over thee, to keep thee in all thy 
ways." 



LESSON II 

Samuel IbonortnG Ws parents bp ITrustwortbtness 

AIM OF THE LESSON 

The aim of this lesson is by contrast with the previous lesson to suggest 
one possible method of manifesting genuine honor to parents, namely, faith- 
fuhiess to duty, and obedience in their absence. 

PREPARATION OF THE LESSON 

Read I Sam., chaps. 1-4. Read also articles on "Tabernacle," "Ark," 
"Shiloh," in a Bible dictionary. 



Appropriate greeting from the leader; response from the school (see p. 2). 

Leader: "The Lord is in his holy temple." 

Children: "Let all the earth keep silence before him." 

Song — '* The earth is hushed in silence.''^ (For words and musk see p. 189, stanzas 

I 2, and 5 only.) 

Informal Conversation — 

Leader: " Do you remember the story which I told you last Sunday about 
the way in which a boy who had grown to be a man honored his father ? But 
he was a man and his father was dead. You are little children, and most 
of you have good loving fathers who give you clothes and a house to live in, 
and what else ? " 

Let the children name several things which they receive through the kind- 
ness of parents. " Does your father expect you to pay for these things ? 
What does he expect from you instead of payment ?" Bring out the thought 
of love and obedience. 

"I heard of a boy the other day who said naughty words when his father 

9 



lO CHILD RELIGION IN SONG AND STORY 

was not about, and who meddled with his mother's pretty things when she 
was out, and who took things from the pantry which mother said he was not 
to touch. Sometimes mother and father found him out, and then how 
ashamed they were because their little boy could not be trusted. 

" I heard a mother say the other day: ' I always have to take my little boy 
with me when I go out because I cannot trust him at home, he is so mischie- 
vous.' Do little boys and girls like that honor father and mother, or dishonor 
them ? I am going to tell you a story by and by about a little boy who could 
be trusted. He lived in a church. It was not a church like this but a tent- 
church; and this little boy worshiped the same God whom we pray to, the 
Lord God Almighty. Shall we sing the song which we sing sometimes, Holy, 
holy, holy! Lord God Almighty!" 

Song — (For music see p. 191.) 

Holy, holy, holy! Lord God Almighty! Holy, holy, holy! tho' the darkness hide 

Early in the morning our song shall thee, 

rise to thee: Tho' the eye of sinful man thy glory 

Holy, holy, holy ! merciful and mighty ! may not see, 

Which wert, and art, and evermore Only thou art holy; there is none beside 

shall be. thee 

Perfect in pow'r, in love and purity. 

Prayer — 

Leader: " Shall we say a prayer to the Lord God, who has told us to call 

him 'Our Father'?" 

All: 

Our father, who art in heaven, 
Hallowed be thy name. 
Thy Kingdom come. 
Thy will be done 
On earth as it is in heaven. 
Give us this day our daily bread. 
And forgive us our debts, 
As we forgive our debtors. 
Lead us not into temptation, 
But deliver us from evil, 
For thine is the kingdom, 
The power, and the glory, 
Forever and ever. Amen. 



SAMUEL HONORING HIS PARENTS BY TRUSTWORTHINESS ii 

Leader: "There is a beautiful psalm or song which perhaps the people 
who came up to the tent-church sang when they were very happy, and thought 
how much God had done for them, and when they wanted to praise God, or 
Jehovah, as they called him. We do not know what music they sang it to, 
but we can say it. Let us say it together, and try to remember it as we repeat 
it Hne for hne." 

Psalm 100 — 

Make a joyful noise unto Jehovah, all ye lands. 

Serve Jehovah with gladness: 

Come before his presence with singing. 

Know ye that Jehovah, he is God: 

It is he that hath made us, and we are his: 

We are his people, and the sheep of his pasture. 

Enter into his gates with thanksgiving. 

And into his courts with praise: 

Give thanks unto him, and bless his name. 

For Jehovah is good: his loving-kindness endureth for ever, 

And his faithfulness unto all generations. 



Leader: "Let us sing a song of worship and praise.' 

•nor 



Song — (For music see p. 200.) 

But the Lord is mindful of his own, 

He remembers his children. 
But the Lord is mindful of his own; 
The Lord remembers his children, 
remembers his children. 
Bow down before him, ye mighty, 
for the Lord is near us ! 
Bow down before him, ye mighty, 
for the Lord is near us ! 
Yea, the Lord is mindful of his own, 
He remembers his children. 

Text Exercise — For appropriate texts see p. 4. 

March-Song and Offering — " Onward, Christian Soldiers,''^ (For words and music 

see p. 192.) 

Lesson-Story — 

Leader: " I am going to tell you about a boy who did the greatest honor 
to his father and mother, because he was left alone, far away from his home. 



12 CHILD RELIGION IN SONG AND STORY 

for many years, and saw his father and mother only once a year, and yet he 
was always obedient to what they had taught him as a httle boy at home, 
and everyone could trust him perfectly. 

"This Httle boy Hved in the Bible country, Palestine or Canaan, and he 
hved in the tent-church which I told ycfu of a moment ago. In those long-ago 
days people thought that God liked to have sheep and goats and doves burned 
on an altar by a holy man, called a priest, who did nothing else but help people 
to worship God. In all the land there were only a few places where there was 
such a priest to offer burnt offerings for the people. The name of this wor- 
shiping-place where Samuel lived was Shiloh, and this is how he came to be 
there. 

"There was once a good kind woman who came with her husband every 
year to Shiloh to worship God. Now, people thought that if they asked 
things from God at Shiloh he would pay more attention to them than if they 
asked for the same things at home, so the people who came to worship would 
often pray at Shiloh for the thing which they wished most of all. The thing 
that this good woman, whose name was Hannah, wanted more than anything 
else was a Httle boy of her own, so every year when she came to Shiloh to wor- 
ship, she prayed to God that he would give her a Httle son. She said: 'O 
Lord, if you will only give me a Httle son, I will lend him to you, to help EH 
the priest here in Shiloh to take care of the tabernacle [that was what they 
called the tent-church] and to make offerings to you.' So one day, in a village 
called Ramah, where Hannah and her husband lived, a Httle baby boy was 
bom, and his mother was Hannah. How glad she was, and what good care 
she took of him, for he was to be lent to God when he was old enough, 
and he must be a good, clean, happy, healthy boy to be fit to serve in God's 
house at Shiloh. Sometimes Hannah perhaps said to herself, 'Samuel is a 
good boy now, but I wonder, when I leave him at Shiloh, if I can trust him, 
always to do right, or shall I some day be ashamed of his conduct ?' 

"At last the time came when Samuel was old enough to leave his mother. 
How old do you think that was ? Perhaps five years, perhaps seven or eight, 



SAMUEL HONORING HIS PARENTS BY TRUSTWORTHINESS 13 

not more. You would not like to go away from home to live in a strange 
place without mother would you ? But Samuel was already a brave little boy, 
and when his mother left him at Shiloh with the kind old priest, Eli, he was 
not unhappy. He learned to trim the lamps or candles upon the altar, where 
the offerings were made, to open the doors in the morning and to close them at 
night, to wait upon Eli, and to be very useful. He tried hard to do just what 
he thought his mother would want him to do, although she was far away and 
he could not ask her. Once a year she came to see him and brought him a 
beautiful Hnen coat which she had woven for him herself, and when she asked 
him if he had been a good boy, he always looked straight into her eyes and 
said in his own language, ^Yes, mother.' Those visits were happy days for 
Samuel. 

"Now, old Eli, the priest, had two grown-up sons who helped him as 
priests, but who were very wicked men. EH knew that they were not fit to 
serve in God's house, and God had made him see that he was displeased with 
him for dishonoring his house by having such wicked men to serve in it. But 
Eli had paid no attention. He had not trained his sons when they were httle 
boys to be good boys, and now that they were men he could do nothing with 
them. 

"I am going to read to you from the Bible (for this is a Bible story) about 
a strange thing which happened to Samuel one day, or rather one night when 
he was sleeping in the tent-church." 

Read here I Sam. 3 : 2-6, 8-10. Tell the remainder of the story in a few 
sentences. "After a while you will have an opportunity to talk about this 
story with your teachers.'* 

Song — (For music see p. 197.) 

No evil shall befall thee, Thy God saith, they that fear him 

Dear object of his choice; Shall heart and soul rejoice; 

This night our Lord will call thee, Then sleep to wake and hear him, 
In a still, small voice. In a still, small voice; 

In a still, small voice. Then sleep, 

Then sleep to wake and hear him, 
In a still, small voice. 



14 CHILD RELIGION IN SONG AND STORY 

Group-Work — 

Group-Teachers and Children: Let the notebooks be opened at the text 
illuminated on the previous Sunday. Recall Joseph's way of honoring his 
father. Let the children discuss fully and define Samuel's way of honoring 
his parents. Did he have any difficulty in being always obedient, always 
cheerful, always ready for service ? Were his duties always agreeable ? Let 
the children imagine, and help out their imagination with your own. 

Recall that in the tent-church where Samuel Hved, the people worshiped 
God by burning animals upon an altar, and part of Samuel's daily work was 
to keep the altar clear and ready for use. Suggest that a picture of an altar 
would help us to remember this lesson. 

Giving the children the new page, with its unfinished altar, let them com- 
plete it with their pencils. This should not be done in the spirit of a task but 
because of interest in the story, and desire to fix it in the memory. 

Suggest as an appropriate text to write : " Children obey your parents in 
the Lord, for this is right." 

In the writing of texts by the children the teacher should always be guided 
by the time at his disposal, and should prepare beforehand a sufficient number 
of copies of the text, typewritten if possible, so that in case the time is insuffi- 
cient for the children to write it, the text may be pasted in by each child. If 
there are in the class any children who cannot write, these previously written 
or printed texts may always be used. 

Song—" There's naught I love so tenderly.^' (For words and music see p. 196.) 
Birthday Offering, and Welcome to New Pupils — 

Song — '^Jewels,'' (For words and music see p. 202.) 

Closing Sentence — 
All: (Seep. 8.) 



LESSON III 

H ffatber's %ovc 

AIM OF THE LESSON 

The aim of this lesson is to create in the child a deepened sense of the fact 
that the love of the parent is the principle underlying the care and provision 
for the child. 

PREPARATION OF THE LESSON 

Make a careful study of Luke, chap. 15. Study also the conversation 
suggested on the following page, and if possible make it more definite and 
local. 

ORDER OF SERVICE, AND PRESENTATION OF THE LESSON 

Appropriate greeting from leader; response from school. (See p. 2.) 
Song — " Holy, holy, holy! Lord God AlmightyP^ (For words and music see p. 191.) 
Informal Conversation — 

Leader and Children: "How many children here know what a cocoon is ? 
Tell me about it." Lead to the thought that it is the temporary house of the 
butterfly, and that he leaves it only when it is no longer suitable for him. Fol- 
low out the same hne of thought in connection with the bird who leaves the 
home nest only when it is outgrown, and he must build one for himself. 

Raise the question: "Are most boys and girls in a hurry to get away from 
home, or do they Hke to stay with father and mother until they are grown 
men and women, and then, perhaps, to have a new home quite near the old 
one ? Why are boys and girls so anxious to stay near father and mother ?" 
Lead to the thought of the love of father and mother, and to the care and pro- 
vision of food and clothing and all things necessary for the comfort and happi- 
ness of the child. Again raise the question, ''How much does a good father 
love his little boy ? How does a Httle boy feel toward such a father ? Shall 
we sing our 'Thank you' for all the care which we receive ?" 

15 



l6 CHILD RELIGION IN SONG AND STORY 

Song — (For music see p. 190.) 

Father dear, I fain would thank thee 
For my long, refreshing sleep. 
And the watch that thou did'st keep, 
While I slumbered soft and deep. 
O'er thy child so lovingly, 
So lovingly. 

" Of what father were we thinking as we sang ? Our father on earth or the 
great Father in heaven ? Shall we thank him in prayer ?" 
Prayer — 

Leader: " Our Father in heaven, we thank thee for our dear homes, and 
for all the people who love us, and take care of us. Help us to show that we 
truly thank thee by being obedient and helpful children, bringing joy and 
happiness into our homes. In Jesus' name we ask it. Amen. 

"Shall we sing softly?" 

Our Father, our Father who art in Heaven, 

Hallowed, hallowed be thy name. (For music see p. 217.) 

Song — (For music see p. 202.) 

This song should be introduced by a suggestion of the coming Thanks- 
giving festival. 

Come, ye thankful people, come. All the world is God's own field. 

Raise the song of Harvest-home; Fruit unto his praise to yield; 

All is safely gathered in, Wheat and tares together sown. 

Ere the winter storms begin. Unto joy or sorrow grown: 

God, our Maker, doth provide First the blade, and then the ear, 

For our wants to be supplied; Then the full corn shall appear: 

Come to God's own temple, come, Lord of harvest, grant that we 

Raise the song of Harvest-home. Wholesome grain and pure may be. Amen. 

Text Exercise — For texts appropriate to this series see p. 4. 

March-Song and Offering — " Onward^ Christian Soldiers.^^ (For words and music 

see p. 192.) 

Lesson-Story — 

Leader: Recall by question and suggestion the story of last Sunday about 
a little boy who loved his father and mother so much that he was obedient, 
even when he Hved far away from them. Suggest that, "Today our story is 



A FATHER'S LOVE 17 

of a boy, grown to be a young man, who lived in a beautiful home, had every- 
thing that he needed to eat, to drink, and to wear, but who did not love his 
father, nor care for his home, and who wanted to get away as fast and as far 
as he could. Except for the end of the story which tells us what a kind father 
he had, we would not want to hear this story at all. It was Jesus who first 
told the story." 

Tell the story contained in Luke 15:11-32, preserving the bibhcal order, 
and the bibhcal language wherever it is perfectly easy for the children to com- 
prehend. A story which is so perfect in form as this one can best be told with 
the Bible in hand, occasionally reading from it, introducing comment and 
explanation when necessary to simphfy or to expand. Notice that in the 
story as told in Luke the following expressions will be difficult of compre- 
hension: ''substance" and "Hving" for "property;" "riotous living" for 
"wasteful and wicked pleasure;" "famine;" "joined himself" for "hired 
himself;" "swine" for "pigs;" "compassion" for "pity" and "love;" 
"entreated" for "urged;" "transgressed" for "disobeyed;" "devoured thy 
living with harlots," for "lived a wicked life;" "meet to make merry" for 
" proper to make merry." Care must be taken that the children do not under- 
stand the term "kid" in the slang sense. Its use in the sense of "child" has 
become so common among many classes of people that there is danger of 
misunderstanding. 

In closing raise only the questions: "Was not this a good father ? If you 
were naughty do you think that your father would love you ? Does he love 
you even when he punishes you ? Is that the way with fathers ? Did this 
boy honor his father?" 

Song — (For music, see p. 239.) 

Like as a father pitieth his children. 

So the Lord hath mercy on them that fear Him; 

Like as a father pitieth his children, 

So the Lord hath mercy on them that fear Him. 
Group-Work — 

Group-Teachers and Children: The songs are frequently so peculiarly ap- 



i8 CHILD RELIGION IN SONG AND STORY 

propriate to the theme of the day that they may well be discussed, as they 
are given out. Recall the story and let the children discuss the character 
of the elder brother. Was he selfish, unkind, disagreeable, angry, unhappy, 
although he had everything that he needed ? Let them continue such dis- 
cussion, taking up the character of the younger brother, and that of the 
father. Always require the child to give a reason from the story for any 
statement which he makes, as: "because he did thus and so, I think thus 
and so." 

Picture the home life of the two boys with such varied and disagreeable 
faults. After a brief resume of all the faults of both sons, lead the children 
to the statement that notwithstanding all, the father loved both his sons. 
Turn back to the texts already in the notebooks. Raise the question: "If 
this younger son, and even the elder son, had honored the father, in what 
ways would they have acted differently? Suggest that we call God "our 
Father in heaven." Is he Hke this father of the two sons ? Call attention to 
the verse printed upon the new page: "Like as a father pitieth his children, 
so the Lord hath mercy on them that fear him." 

Let the children now complete the page by pasting in the pictures. 

Song — ^^ From the bright blue heavens^ with the angels mild.^^ (For words and 

music see p. 204.) 

Birthday Offering and Welcome to New Pupils — 

Song — "Comg, children, lift your voices.'*^ (For words and music see p. 202.) 

" Note that this is another song about the harvest and Thanksgiving": 
Closing Sentence — 
All: (See p. 8.) 



LESSON IV 

XTbe WawQbtct Mbo Ibonoreb 1ber /Iliotbet bp Service 

AIM OF THE LESSON 

The aim of this lesson is to lead the child to see that service is the natural 
and joyful expression of honor to the parents whom we love. 

PREPARATION OF THE LESSON 

Read with care the entire story of Ruth as found in the book of Ruth. 
Look up the material in any modern commentary upon this book. If possible 
read the introduction to it found in Moulton's Biblical Idyls. Look up the 
country of Moab upon the map of Palestine. Find out as much as you* can 
in regard to the kind of Hfe and work in which the women in this early agri- 
cultural period engaged. It is not necessary for you to give all this information 
to the children, but your own story will be much richer, and you will feel 
more at ease if you have a vivid and complete picture in your own mind which 
you are simphfying for the children. If you can make your own story from 
the bibhcal material, it is far better to do so than to use the story as given 
below. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Lead the children to tell you of the harvest season, and all for which it 
stands. Recall the early planting, the warm rain and sunshine of the sum- 
mer, and now the grain, cut and threshed, the hay gathered into the bam or 
in great stacks in the field, the fruit, vegetables, and nuts ready to be gathered 
into the cellars and bams. Let the children talk about the great festival 
which we celebrate on account of the harvest with all its provision for the 
long, cold winter to follow. ''How soon will this festival come? Let us 
prepare for it by singing a harvest song": 

Song—" Come, children, lift your voices," (For words and music see p. 204.) 

19 



20 CHILD RELIGION IN SONG AND STORY 

Informal Conversation — 

Leader and Children: "Suppose that you lived on a farm where all the 
apples grow, and the nuts are to be picked from the trees, and the grapes from 
the vines, and the potatoes must be dug from the ground. If father and 
mother had to do all this work themselves would you want to help them? 
Why? But some of the work is hard. Digging potatoes is very tiresome. 
Wouldn't it be better to have mother do that? No? Why?" Call out the 
thought that it is because the children love mother and do not want to see 
her work hard doing something which they could do for her. "It would be 
better for you and father to do that ? Is it not strange that when we love 
people we want to do things to help them all the time, especially father and 
mother whom we love so much ? It seems as if God must make us feel that 
way, because he is always helping. There is a song which tells us how God 
helps to bring the harvest. Let us sing it." 

Song — (For music see p. 206.) 

We plough the fields and scatter 

The good seed o'er the land; 
But it is fed and watered 

By God's almighty hand. 
He sends the snow in winter, 

The warmth to swell the grain, 
The breezes and the sunshine, 

And sweet refreshing rain. 

Chorus: 

All good gifts around us 
Are sent from heav'n above; 
Then thank the Lord, 
O thank the Lord for all his love. 
He only is the maker We thank thee, then, O Father, 

Of all things near and far; For all things bright and good, 

He paints the wayside flower The seed-time and the harvest, 

He hghts the ev'ning-star; Our life, our health, our food; 

The winds and waves obey him, Accept the gifts we offer, 

By him the birds are fed; For all thy love imparts, 

Much more to us, his children, And, what thou most desirest, 

He gives our daily bread. Our humble, thankful hearts. 

{Chorus) {Chorus) 



THE DAUGHTER WHO HONORED HER MOTHER BY SERVICE 21 

''Let us sing, 'Our Father who art in Heaven,' before we say our thanks 
to him." (Sing softly): 

Our Father, our Father who art in Heaven, 
Hallowed, hallowed be thy name. 

Prayer — 

Leader: " O God, our Father, we thank thee for all this beautiful harvest 
time, for the food which it suppHes, for the clothes which it provides, and for 
all the comfort and happiness which it brings into our homes. 

"Let us talk together to God, I will repeat and you may repeat after me": 

All that I today am doing, 

Help me, Lord, to do for thee, 
May I kind and helpful be; 

Only good in others see; 
Try to serve thee faithfully, 
Serve thee faithfully. 

Song — (For music see p. 208.) 

Can a little child like me For the fruit upon the tree, 

Thank the Father fittingly ? For the birds that sing of thee, 

Yes, oh yes ! be good and true, For the earth in beauty drest, 

Patient, kind in all you do; Father, mother, and the rest; 

Love the Lord, and do your part; For thy precious, loving care, 

Learn to say with all your heart: For thy bounty ev'rywhere. 
Chorus: {Chorus) 

Father, we thank thee! 
Father, we thank thee ! 
Father, in heaven, we thank thee ! 

For the sunshine warm and bright. For our comrades and our plays, 

For the day and for the night; And our happy holidays; 

For the lessons of our youth. For the joyful work and true 

Honor, gratitude, and truth; That a Kttle child may do; 

For the love that met us here. For our lives but just begun; 

For the home and for the cheer. For the great gift of thy Son, 
{Chorus) {Chorus) 

Text Exercise — For texts appropriate to this lesson see p. 4. 

March-Song and Offering — " Onward^ Christian Soldiers, " (For words and music 

see p. 192.) 



22 CHILD RELIGION IN SONG AND STORY 

Lesson-Story — 

Leader: '' I am going to tell you a story about the harvest and about a loving 
daughter, too. Our story commences with a famine. Do you remember that we 
had a story about a time of famine last Sunday? What is a famine?" 
Tell what makes a famine, and why there were so many of them in Palestine. 

''There was once a famine in the land of Palestine, and there was living 
in the town of Bethlehem, EHmelech and his wife Naomi, and they had two 
sons, Mahlon and Chihon. Because they could not get any food in their own 
land they went across the Jordan River into the land of Moab, where the 
famine was not so bad. There they hved for a long time, until Mahlon and 
Chilion were grown to be young men, and each had married a wife from the 
people of Moab. But by and by Mahlon and ChiHon died, and the old 
mother, Naomi, said, 'I will go back to my own land of Israel,' for she had 
heard that now there was plenty of bread to be had in Israel. 

" So Naomi started upon her way back to Bethlehem, and Ruth and Orpah, 
her two daughters-in-law, the wives of her dead sons, who were all that was 
left of the httle family, started to go with her. They could not let the poor, 
sad mother go that long way alone. But when they had gone some distance 
on the way, and they could almost see the hills of Naomi's country, Naomi, 
who had been thinking a great deal of what was before her, decided that it 
would be much better for her daughters to stay in their own land, and marry 
some good men of their own people, rather than go with her, for she had no 
home to take them to, and no way of getting food for them or for herself, for 
Naomi was very poor. 

"So she said to Ruth and Orpah: 'Do you, each of you, go back to your 
mother's house; may Jehovah deal kindly with you, as you have dealt with 
the dead and with me. Jehovah grant that each of you may find a good 
husband to take care of you.' And she kissed them good-by, but they cried 
a great deal and said : ' No, but we will go with you to your people.' Then she 
persuaded them, and at last Orpah said good-by and went away, back to her 
own land. But Ruth would not leave her mother; she said: 'Where you go, 



THE DAUGHTER WHO HONORED HER MOTHER BY SERVICE 23 

I will go, and where you stay I will stay; your people shall be my people, 
and your God my God. Where you die I will die, and there will I be buried.' 

" Ruth knew that where her mother was going she would be poor, and that 
they would have to work very hard, but she loved her mother too much to 
leave her. 

"So they both went together till they came to Bethlehem. The whole 
town was greatly excited about them, and the women came around them and 
said, ' Is this Naomi ? ' 

''Now Naomi means pleasant, and she said: 'Don't call me Naomi, call 
me Mara — which means bitter — ^for God has dealt very bitterly with me. 
He has given me a great deal of trouble. When I went away I was rich, 
with my husband and my sons, but now I am lonely and poor.' 

''Ruth and Naomi settled down at Bethlehem, but they had no way of 
buying food for themselves. They had come just when the farmers were 
beginning to cut the barley — the harvest time — and this makes our story a 
harvest story. It was the custom in Bethlehem to allow the poor people to 
go into the fields and gather up the loose heads of barley that were dropped 
by the reapers; and Ruth went to glean to get a httle food for herself and 
her mother. By chance she went into the field of a very rich man named Boaz, 
who was a relation of Elimelech, Naomi's dead husband. And by and by, 
Boaz came to see how the work was getting on. 

"He said to the reapers, 'Jehovah be with you.' 

"They answered him, 'Jehovah bless you,' just as we should say 'Good- 
morning.' 

"He saw Ruth gleaning, and asked who she was. They told him that she 
was Naomi's daughter-in-law just come from Moab. Then Boaz called 
Ruth to him, and said that she might glean in his fields all through the harvest, 
and must not go anywhere else. 

"For, said he, 'I have heard all about your goodness to your mother-in- 
law, Naomi. May you be fully rewarded by Jehovah, the God of Israel, 
under whose wings you have come to take refuge.' 



24 CHILD RELIGION IN SONG AND STORY 

**At noontime Boaz made her sit down with the reapers, and gave her 
food and drink, and she ate all she could, and still she had some left. He 
bade the reapers leave whole sheaves of barley on purpose for Ruth, so that 
in the evening she had a great bundle ; and she beat out the barley and took 
it to Naomi, with what she had left of the food which Boaz had given her. 

When she told Naomi that she had been gleaning in the fields of a man 
named Boaz, and that he had been very kind to her, and had said, 'You 
must keep with my workmen till my harvest is finished,' Naomi said, 'Yes, 
my daughter, you had better keep with his maidens, and not let them see 
you in anybody else's fields.' 

"So Ruth kept fast by the maidens of Boaz, and gleaned with them, all 
through the barley harvest and the wheat harvest ; and every evening she took 
her gleanings home to Naomi. Do you think that it made her happy to be 
able to take care of Naomi in this way?" 

Draw from the children the idea of service as an expression of love and 
honor to parents. 

"What do you think happened to Ruth after a while ? It was just like a 
fairy story. The great man, in whose fields Ruth reaped, and who had been 
so kind to her, made her his wife, and when a little son came to them she 
called his name Obed. You will hke to remember about this little boy, for 
when he became an old, old man, he was the grandfather of David, the great 
king David, so you see, it was a true story." 

Song — (For mxisic see p. 200.) 

But the Lord is mindful of his own, 

He remembers his children. 
But the Lord is mindful of his own 
The Lord remembers his children, 
Remembers his children. 
Bow down before him, ye mighty, 

For the Lord is near us ! 
Bow down before him, ye mighty, 

For the Lord is near us ! 
Yea, the Lord is mindful of his own, 
He remembers his children. 



THE DAUGHTER WHO HONORED HER MOTHER BY SERVICE 25 

Group-Work — 

Group-Teachers and Children: Add new songs. Study to give the group- 
work variety from week to week, so that there will frequently be the element 
of novelty, in your presentation, as well as in the manual work suggested. 

The present lesson affords an excellent opportunity to give the children 
some conception of oriental life, and such an opportunity should never be 
lost, for only through an appreciation of that Hfe can they in later years come 
to understand the Bible history and teachings. 

Draw from the children all the information which they can give you about 
modem methods of agriculture. The sowing, the cultivation, the cutting 
and the reaping, all done by machinery aided by horses and men, may each 
be discussed. Let any child who may have seen or participated in the work 
talk freely. 

Then try and give an idea of similar work in Palestine, in the time of 
Ruth — the plowing, the sowing, the cultivating, the reaping, all done by 
hand, the women helping the men. 

Raise the question as to what might be an appropriate thing by which to 
remember Ruth. After some guessing give out the new page with its sheaves 
of barley, which the children may now color. 

Let those who cannot read easily read several times the selection printed 
on the page, Ruth 1:14-16. 

Song — ^^ Praise ye the Father, his love is everlasting^ (For words and musk see 

P- 193-) 
Song — " Come J ye thank Jul people, come" (For words and musk see p. 202.) 

Closing Sentence — 
All: (See p. 8.) 



SERIES II 
THE HEAVENLY FATHER 

It is the purpose of the four lessons in this group to carry the conception 
of the earthly parent, and the obKgations of love and service from the child, 
over into the conception of the heavenly Father and the Hke relationship of 
gratitude, love, imitation, and service to him, on the part of his spiritual 
children. 

The child is accustomed to realize the unseen. He is therefore much more 
able to hold a real and personal relation to an unseen God, whose activities 
are all about him, than the average grown person. To him, doubtless, God 
will have a distinct form, but if care is taken by the teacher to say nothing 
which will emphasize this element of his thought, there is no danger but that 
it will pass away with the advancing thought of the child and melt uncon- 
sciously into the more spiritual conception appropriate to the mature mind. 

Do not teach things which must be specifically untaught, but do not worry 
about the child's own material conceptions nor try to spirituahze them too fast. 
As he grows older he will hold you responsible for the essence of that which 
you taught him, rather than the images in which he clothed your teaching. 
It is with the child as in nature, first the blade, then the ear, then the full 
com in the ear. To attempt to disturb this order is worse than useless. 



LESSON V 

Gob tbe Creator ot tbe Bartb anb S??i? 

AIM OF THE LESSON 

The general object of this lesson is to give to the child a large, although 
necessarily somewhat vague, idea of the process of creation, but to impress 
indeUbly the fact of God as Creator. 

26 



GOD THE CREATOR OF THE EARTH AND SKY 27 

The creation story of the Old Testament is not used as the basis of this 
lesson, but rather a very elementary presentation of the actual process of 
creation from the scientific point of view, so far as it is known. The children 
are brought into daily contact with this point of view in the nature-study of 
the day schools, and it is very important that the teaching in the Sunday 
school, in cases where it touches the same topics as the day school, should 
not contradict the teaching of the latter when it is scientifically correct. The 
two creation stories, found in Gen., chaps. 1-3, become much more forceful, 
when they are taken out of the realm of science, and placed in that of religious 
conception. The great fact, back of both the story of science and that of 
the Bible, is God the Creator. It is better to leave the Bible story of creation 
for another year, but if the question should come up, it adds greatly to the 
interest of the Bible story in the mind of the child to see that thousands of 
years ago, when the world really knew almost nothing about what science has 
since taught us, the Hebrew people thought that God created the world, and 
wrote about it in their literature. 

"How did they know it? God must have told them in their hearts." 

PREPARATION OF THE LESSON 

Study with the greatest care the statements of men of science, given below, 
concerning the creation of the world. Study the Hebrew story of creation 
found in the first chapters of Genesis. If possible study other stories of creation 
found in the Hteratures of other peoples.^ Look in the Encyclopaedia Bri- 
tannica or the Hastings Bible Dictionary for other references. The Norse 
myths are very interesting. Note how far superior to any of these is the 
Bible story. Consider how strangely, not being the work of a scientist, it 
coincides in its general progress with the story of science. We must regard 
it, however, as the expression of a theologian striving to impress the idea of 
the power and dominion of Jehovah, rather than that of a scientist trying to 
give the exact programme of creation. 

^Lenormant, Beginnings 0} History, contains some of these. 



28 CHILD RELIGION IN SONG AND STORY 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2.) 
After a brief suggestion of the season, by the introduction of some bit of 
nature and an allusion to the coming Thanksgiving, sing: 

Song — " Come, children, lift your voices. ^^ (For words and music see p. 204.) 

Informal Conversation — 

Leader and Children: "We have been talking a great deal about father 
and mother, for a few Sundays past. We have said very little about the great 
Father of us all. Who is that ? Father and mother give us a home, and food 
to eat, and clothes to wear. Father and mother love us and take good care of 
us. But could they do this without the help of our Father in heaven ?" 

Let a Httle child stand before the class, and let the other children trace, 
piece by piece his clothing back to the sheep, the silkworm, the calf, the cotton 
plant, etc., and then back still further to the soil, the sunshine, the rain, etc. 
Note that everything goes back to these gifts of the heavenly Father. 

Song — (For music see p. 204.) 

From the bright blue heavens, with the With a father's kindness, gives them daily 

angels mild, bread, 

God, our lov'ng Father, looks on ev'ry Shields from ev'ry danger ev'ry little head; 

child: Tell all little children of this Father true; 

Lovingly he listens to each little pray'r; Who will ne'er forsake them, if his will they 
Watches ev'ry footstep with a father's care. do. 

Prayer — 

Leader: ''Shall we pray together to our Father?" 

Father, dear, I fain would thank thee 
For my long, refreshing sleep, 
And the watch that thou did'st keep 
While I slumbered soft and deep, 
O'er thy child so lovingly. 
So lovingly. 

Leader: " Shall we say together the hymn of praise to this great Father 
which the Hebrews used to say and which we are trying to learn ? " 



GOD THE CREATOR OF THE EARTH AND SKY 29 

Psalm 100 — 

Make a joyful noise unto Jehovah, all ye lands, 

Serve Jehovah with gladness: 
Come before his presence with singing. 
Know ye that Jehovah, he is God: 
It is He that hath made us, and we are his: 
We are his people, and the sheep of his pasture. 
Enter into his gates with thanksgiving. 
And into his courts with praise; 
Give thanks unto him, and bless his name, 
For Jehovah is good: his loving-kindness endureth forever, 
And his faithfulness unto all generations. 
Song — (For music see p. 202.) 

Come, ye thankful people, come. All the world is God's own field, 

Raise the song of Harvest -home; Fruit unto his praise to yield; 

All is safely gathered in, Wheat and tares together sown. 

Ere the winter storms begin; Unto joy or sorrow grown: 

God, our maker, doth provide First the blade, and then the ear, 

For our wants to be supplied; Then the full corn shall appear: 

Come to God's own temple, come. Lord of harvest, grant that we 

Raise the song of Harvest -home. Wholesome grain and pure may be. 

Text Exercise — 

Following are texts from which selections may be made for the lessons 
of the second series. Lay special emphasis upon the texts which are assigned 
to the group- work from Sunday to Sunday : 

Gen. 1:1 — "In the beginning God created the Heavens and the Earth." 

Ex. 15: 18 — "Jehovah shall reign for ever and ever. 

Deut. 6:5 — "And thou shalt love Jehovah, thy God, with all thy heart, and with all 
thy soul, and with all thy might." 

Ps. 46: 1 — "God is our refuge and strength." 

Isa. 40:8 — "The grass withereth, the flower fadeth; but the word of our God shall 
stand forever." 

Matt. 4: 10 — "Thou shalt worship the Lord thy God, and him only shalt thou serve." 

Matt. 5:9 — "Blessed are the peacemakers for they shall be called sons of God." 

Matt. 5:48 — "Ye therefore shall be perfect as your Heavenly Father is perfect." 

Matt. 6:8 — "Your Father knoweth what things ye have need of before ye ask him." 

John 8:41 — "We have one father, even God." 

John 12:26 — "If any man serve me, him will the father honor. 

John 16:23 — "Verily I say unto you, if ye shall ask anything of the father, he will 
give it you in my name." 

John 16:24 — "Ask and ye shall receive." 



30 CHILD RELIGION IN SONG AND STORY 

March-Song and Offering — " Onward^ Christian Soldiers.^^ (For words and music 

see p. 192.) 

Lesson-Story — 

This story should be thoroughly understood and mastered before its 
presentation. 

THE STORY OF CREATION 

By J. Paul Goode, Ph.D. 
CHAPTER I. THE PRIMITIVE VIEW 

Long ago, people believed that the earth was a great flat plain, and that the sky was 
an arch, or dome, of blue stone, a ''firmament," like a great bowl inverted over the plain. 
The myriad stars which we see, twinkling all night, they thought were the fires of heaven 
shining through little chinks in the blue firmament. They thought the sun was like a 
big lamp, which was pushed from one side of the earth under the arch to the other side 
of the earth, and then was kept in hell, down under the earth, until next morning. The 
moon, like a big silver wheel, took the same journey under the sky by night. And they 
thought that all this earth, and the sun and moon were built in just six days. The Hebrews 
or the Bible people thought this, and one of them told what he thought in a beautiful 
poem. The Hebrew poet started his story with: "In the beginning God created the 
heavens and the earth." But that is not enough for us today. We want to know some- 
thing about how God created the earth, and so we are going to talk today about how the 
great men who have studied the earth and the sky think that the earth was made. 

CHAPTER n. THE COPERNICAN THEORY 

But after hundreds of years, men proved by careful observation and thought, that 
the earth is not flat, but is round like a ball, although a very big ball, twenty -five thousand 
miles around it; that the moon is a ball, too, though much smaller than the earth; and 
that the sun is a mighty ball almost a million miles through, and so hot, that we have 
nothing on earth hot enough to be compared with it. And the earth and mocn and several 
other worlds are swinging round the great sun in the middle, like a merry-go-round; and 
it takes the earth just a year to swing once around the circle. 

CHAPTER HI. THE NEBULAR HYPOTHESIS OF LAPLACE 

But the people were trying to find out how the earth was born, and how it grew. And 
about a hundred years ago a man said he knew: That the sun and the earth and moon, 
and all the other worlds in the family of the sun, were at first nothing but a great boihng 
hot cloud. And this cloud cooled on the outside, and shrank, so as to make a shell on 




The ruptured star, with its fragments scattered out in long streamers, is called a nebula. 
This picture is copied from a photograph of a nebula by Ritchey, of the Yerkes Observatory. 
The larger masses in the arms are supposed to be the material gathering itself together into the 
future planets of a new system. There are over a hundred thousand of these nebulae visible 
through the large telescopes, and probably all of them are potential systems of worlds, and most 
of them are much larger than our Solar system 



COD THE CREATOR OF THE EARTH AND SKY 31 

the outside, like the skin on a toy balloon. And then this shell drew together, on one 
side, into a red-hot ball Hke melted iron, so peeling off of the cloud inside much as the 
skin is peeled off of a banana. Then the naked cloud on the inside kept on cooling until 
another shell was formed, and this second shell shrank down on one side into a red-hot 
ball, uncovering the cloud inside, just as before. And this shrinking and shedding of 
shells went on, until there were eight such big balls all swinging around what was left 
of the hot cloud in the center which we call the sun. One of the lesser of these eight balls 
was our earth. And it cooled down slowly, and a crust formed over it, just as ice forms 
on the pond in winter. And then, when the earth was cool enough, the waters fell out 
of the sky and made the oceans; and plants grew on the land; and then animals came 
and occupied all the earth. 

This story of creation seemed so true, that almost everybody believed it for a hundred 
years. But it didn't fit quite all the facts. And so a great scholar, who loves the truth 
above every other thing, set himself the task of finding out, for all the world to know, just 
how the earth was born; and here follows the true story as he tells it to us. 

CHAPTER IV. THE PLANETESSIMAL HYPOTHESIS OF CHAMBERLIN 

Our sun is a star, just like the millions of stars we look up at every night, only it seems 
very much larger to us because it is the nearest star to us. And it is quite close, as stars 
might measure distance, for it is only about ninety-three million miles away. That seems 
a very great distance to us, but it takes the sunshine only eight minutes to come all that 
journey, which, you see, proves that it isn't such a great distance for the sun. Now the 
next nearest star to us is so far away, that its light has to be on the journey for nearly four 
years and a half to get to us; and all the rest of the stars are very much farther away than that. 

Now all these stars are moving around through this immense space, and amongst 
themselves, much like a swarm of bees. And it seems that one of the stars one time, 
perhaps a billion years ago, came close to our star — the sun. Close means, as the stars 
would use the word, something less than a billion miles. The stars, you must know, pull 
on each other very strongly, just as a magnet pulls the knife -blade or the iron filings. And 
when the neighbor star swung past our star-sun, it pulled so hard that it tore great chunks 
right out of the side of the sun, and scattered the fragments out through space. Then 
the visiting star went on its way, and the fragments that it had torn from the sun's side, 
feeling the powerful pull of their own mother-sun, fell back toward the sun. And in 
falling they got to going so fast, that they swung clear away from the sun again on the other 
side just as you do in a swing, when the swing shoots down so rapidly on one side, and 
gets to going so fast that it goes clear up on the other side again; and so they go, round and 
round the sun, and never fall in. 



32 CHILD RELIGION IN SONG AND STORY 

These scattered fragments from the side of the sun began to get together as large balls, 
and the smaller pieces fell in onto the bigger ones, so making the larger ones all the greater. 
There are eight of these large balls, and we call them planets. One of the lesser of the 
planets is our earth, and it began as a ball so small that it couldn't even hold any air or 
water on its surface, and so it was colder than any winter we can imagine. But the little 
stones fell onto it from out the sky, and age after age it grew bigger. We can see some 
of these little stones falling onto the earth, on any clear night. We call them "shooting 
stars." 

The moon is one of the fragments of the sun that came so close to the earth that it 
couldn't get away, and so goes swinging round the earth just as the earth swings round 
the sun. 

Finally the young earth was full grown, and had an atmosphere of its own. Then 
the waters came, some little grains of water falling in from outer space, and some squeezed 
out of the rocks themselves. And now the sky could actually rain, and the rivers began 
to flow, and after millions of years the little pools over the earth grew together into great 
oceans. And after the water came it was warm enough so the plants could grow, and 
they covered all the earth, and crept through all the seas. Then the animals came and 
increased in number and kind, until, after a hundred million years man came, as the best 
and highest of them all. 

TO THE TEACHER. — A few references are given for the benefit of those who may desire 
to read more fully along the Hnes of cosmology indicated in this sketch. 

The fullest presentation ever made for English readers of the nebular hypothesis of Laplace 
is in Alexander Winchell's World Life. 

A much more condensed presentation is given in John Fiske's Cosmic Philosophy, Vol. 
I, Chaps. V and vi. 

An interesting and simple statement of it is given in Flammarion's Popular Astronomy, 
Chap. vii. 

But the best presentation of it, showing its limitations and fatal errors, is given in Chamber- 
lin and Salisbury's Geology (1906), Vol. II, Chaps, i and ii. Alternative hypotheses are also 
presented, the planetessimal hypothesis of Chamberlin being given here its first complete state- 
ment. This new hypothesis fits all the known facts, and has answered all the demands which 
contributory sciences have made upon it. It revolutionizes cosmology, superseding entirely 
the older hypothesis of Laplace, as accounting for the earth's origin. 

Song-Text — (For music see p. 244.) 

Let the people praise thee, O God, 
Let all the people praise thee; 
O let the nations be glad and sing for joy, 
Sing for joy. 



GOD THE CREATOR OF THE EARTH AND SKY 33 

Group-Work — 

Group-Teachers and Children: The process of terrestrial evolution may 
be illustrated by working in clay. Provide a ball of plastic clay four inches 
or more in diameter, and place it in the middle of the molding-board or 
table to represent the sun. Let a pupil play the part of the visiting star; walk 
past the table on one side, reach in and take a handful of clay out of the side 
of the clay sun, and strew the handful in fragments along the table as he 
walks away. The throwing-off of material on the opposite side of the sun by 
tidal action at the same time it is thro"\\Ti off toward the visiting star, may be 
sho^^Tl by having a second pupil act as the "tide" and walk past the clay sun 
on the opposite side of the table from the "visiting sun" and in the opposite 
direction, and taking a handful of clay from the opposite side of the clay sun, 
at the same time as the "visiting sun" and strewing it in fragments on the 
table as he walks away. 

These fragments on each side of the clay sun may now be built up into balls 
or "planets" by making some larger pieces roll around and pick up the Httle 
pieces. The revolution of these "planets" round the central sun may be 
sho^Mi by rolling them in circles round the "sun" in the center. 

Or each group, or even each child, may demonstrate the process upon the 
lap-board, by forming a clay ball and using a second ball as the visiting star. 
The teacher should w^ork this out clearly in her own mind before trying to 
direct the thought or work of the children. 

If the clay work seems too difficult to handle let the pupils write on the new 
page of the notebook: "In the beginning God created the Heavens and the 
Earth," and let the teacher try to impress the fact of God as creator in any 
other way which suggests itself as practical. 

Song— ''We plough the fields.'' (For words and music see p. 206.) 

Birthday Offering, and Welcome to New Pupils — 

Song — "Praise ye the Father J"^ (For words and music see p. 193.) 

Closing Sentence — 

All: (See p. 8.) 



LESSON VI 

Ube Storp of Mbat a Xtttle Bo^ Saw 

AIM OF THE LESSON 

The aim of this lesson is to impress the children with the fact of the great 
works of God, manifested in the processes of nature, in comparison with which 
a single miracle seems insignificant. 

PREPARATION OF THE LESSON 

Read carefully the story of the loaves and fishes, found in Luke, chap. 9; 
Mark, chap. 6; Matthew, chap. 14; and John, chap. 6. John alone speaks 
of the little lad. In Forbush's Boy^s Life 0} Christ there may be found a very 
vivid rehearsal of this story. Try to get from this or some other Life of 
Christ, and from the Bible story itself, a clear conception of the scene, and its 
surroundings. Study the locaHty on the map. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 4). 
Song — " Holy, holy, holy! Lord God Almighty! " (For words and musk see p. 191, 

Stanzas i and 3.) 

Informal Conversation — 

Leader and Children: Have if possible a fish's egg and a grain of wheat. 
Carry the children by question and conversation through the long period 
before each becomes food. Call attention to the fact that time is a great 
element in the work of the heavenly Father — centuries for building the earth, 
months to make a butterfly, years to make a man. Raise the question, "If 
we had plenty of time could we ever make fishes, or flour for bread without 
the help of the heavenly Father ? The work which God does is too wonderful 
for us." 

34 



THE STORY OF WHAT A LITTLE BOY SAW 35 

Song — (For music see p. 200.) 

But the Lord is mindful of his own, Bow down before him, ye mighty, 

He remembers his children. For the Lord is near us ! 

But the Lord is mindful of his ovm; Bow down before him ye mighty, 

The Lord remembers his children, For the Lord is near us ! 

Remembers his children. Yea, the Lord is mindful of his own, 

He remembers his children. 
Prayer — 

Leader: " Our Father, help us to study thy wonderful works. May we 
help thee to make the trees and the flowers grow. May we bring happiness 
and good cheer and comfort to all our friends. May we be Hke the sunshine 
to people w^ho are in sorrow, and full of love and wiUing service to those who 
are sick. In Jesus' name. Amen." 

Leader: " Let us sing softly ? " (Formusic see p. 217.) 

Our Father, our Father, who art, in heaven, 
Hallowed, hallowed, be thy name. 
Song — (For music see p. 204.) 

Come, children, Hft your voices. 

And sing with us today, 
As to the Lord of Harvest 

Our grateful vows we pay. 
We thank thee, Lord, for sending 

The gentle show'rs of rain; 
For summer suns which ripen'd 

The fields of golden grain; 
Chorus: 

Come, children, lift your voices, 

And sing with us today 
As to the Lord of Harvest 

Our grateful vows we pay. 

Come join our glad procession. May we by holy living 

As onward still we move. Thy praises echo forth. 

Rejoicing in the tokens And tell thy boundless mercies 

Of God our Father's love. To all the list'ning earth; 

All good in his creation, May we grow up as branches, 

All beautiful and fair, In him, the one true vine, 

Birds, insects, beasts and fishes Bear fruit to life eternal. 

Our harvest gladness share. And be forever thine. 

{Chorus) {Chorus ) 



36 CHILD RELIGION IN SONG AND STORY 

Text Exercise — For texts appropriate to this series see p. 29. 

March-Song and Offering — '' Onward^ Christian Soldiers,^' (For words and music 

see p. 192.) 

Lesson-Story — 

Leader: " I am going to tell you a story of a wonderful thing that a little boy 
saw one day." Describe the boy, his clothing, his little basket, his journey per- 
haps with his father and mother from some town at a distance, to see a man of 
whom they had heard much, " a great teacher who could make sick people well, 
and some people had said that he could even raise people from the dead." 

Make a vivid word-picture of the scene, the desert place, the grassy slope, 
the coming crowd, and the teacher and his friends going about, healing the 
sick, comforting tired people, and teaching them all. Recall the coming-on 
of night, the anxiety of the disciples, and last of all the finding of the little boy 
with his loaves and fishes, through whose eyes we have all the time been 
looking at the scene. Great care should be taken to keep before the children 
the picture as the little boy saw it. Do not give an adult conception of it. 

Be especially careful about this point as you now tell the remainder of the 
story — the great miracle. Raise the question "Was what the Httle boy saw 
really more wonderful than what we see — the seed that becomes plant, grain, 
flour, and then bread ? Is it better that God should make bread for you 
that way or in the usual way ? " 

Song — (For music see p. 193 ) 

Praise ye the Father, his love is everlast- Great is the Lord who hath shown his 

ing; glorious power; 

Praise ye the Father, let all the earth give Who giveth light to the world, and blessing 
thanks to him; to his people: [\ictory; 

Honor and glory be unto him forevermore. Great is the Lord, who hath given us the 
O God of mercy, thy children raise their With love and power he ruleth the world, 
song to thee. Arise and praise ye the Father. 

Glory to the Father, to the Father everlasting; 
Glory to the Father, who hath made the earth and heaven: 
Loudly let the voices ring; 
Loudly praise our mighty Lord and King; 
Children come before his presence with a song, 
And praise ye the Lord. 



THE STORY OF WHAT A LITTLE BOY SAW 37 

Group-Work — 

Group-Teachers and Children: Let each child draw above the line, after 
the pattern given in the notebook, a sufficient number of loaves and fishes 
to make the number which the little boy had. 

Let each then write below the Hne a list of all the things which contribute 
to the making of a loaf of bread, as : grain, earth, sunshine, rain, time, mill, 
fire, water, salt, yeast, etc. If you prefer let this be a fist of the stages through 
which the material passes from the seed to the finished loaf, as : seed, blade, 
stalk, ear, grain, flour, dough, loaf, etc. Do not suggest these, but let the 
children think them out for themselves. 

Then suggest very simply the idea of the law that made the seed grow, and 
the laws which followed it from stage to stage, so that we could be sure every 
time that under certain conditions it would act in a certain way. Raise the 
question: "Who made the law ? Was it not the same God who made the law 
that held the earth in its place and the moon in its place, as we saw in our 
lesson of last week?" 

" Does it not seem when we think of what the Httle boy saw, as if it were 
something very wonderful ? But after all is it not more wonderful to make 
a law which always works, and by which a little seed becomes in time a loaf 
of bread?" 

If the older classes wish to write a text let it be: "Your Father knoweth 
what things ye have need of before ye ask him." 
Song — ''We plough the fields:' (For words and music see p. 206.) 

Birthday Offering, and Welcome to New Pupils — 

Song — ''Come, ye thank Jul people, come:' (For music see p. 202, Stanzas i, 2.) 

Closing Sentence — 
All: (See p. 8.) 



LESSON VII 

XTbe Stor^ of tbe Bo^ Mbo lbat) to Cboose 

AIM OF THE LESSON 

The aim of this lesson is to impress the child with the fact that the privilege 
of worship which he enjoys is something to be grateful for, rather than a hard- 
ship, and is to be counted among the things for which he gives thanks to " Our 
Father in heaven." 

PREPARATION OF THE LESSON 

Study carefully Daniel, chap. 6. In preparing this lesson do not attempt 
to get the historical situation, further than is necessary to an appreciation of 
the conditions in an oriental absolute monarchy, where rehgion as well as 
life and death, is according to the will of the reigning king. The fact that 
Daniel is a young man puts him somewhat out of the range of the children's 
experience, but the point must be made that he was simply continuing in the 
same faithful, steadfast spirit which characterized him in the story of Daniel 
and his fellows in exile in chap. i. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON' 

Appropriate greeting from the leader; response from the school (see p. 2). 
Song — " We praise thee, Lord, with earliest morning rayJ^ (For words and music 

see p. 207 ) 
I At the close of this lesson it will be a great stimulus to the children if some definite 
means of expressing their gratitude upon the following Thanksgiving Sunday is proposed. The 
form of this expression will depend largely upon the nature of the community in which the school 
is located. If in a city, it is practicable for each child to bring some article of food, the collection 
of articles to be distributed among the poor. In many country districts there is a city nearby, 
to which foods that would not spoil might be shipped. The many settlements and charity 
organizations are most wiUing to undertake the distribution of articles sent. The association of 
the Thanksgiving feast with the harvest season renders gifts of food particularly appropriate. 

Any work of this kind must be determined almost wholly by local conditions. The object 
is to give the children some definite channel for the expression of the emotion of gratitude 
created by the songs, stories, prayers, etc., of this group of lessons. 

.^8 



THE STORY OF THE BOY WHO HAD TO CHOOSE 39 

Informal Conversation — 

Leader and Children: Let the children tell what we do to praise God — go 
to church, sing, pray, etc. We have a song about it. 

Song — (For music see p. 189.) 

The bells are sweetly ringing, O call of love and duty ! 

Their clear-toned voices say: Who would not praise and pray, 

Ye people come and worship And thank the Lord of heaven 

On this, the Lord's own day, On this, his chosen day. 

On this, on this, the Lord's own day! On this, on this, his chosen day! 

Come all ye thankful people ! 
Why should one soul delay 
To greet the Lord of heaven 
On this, his holy day, 
On this, on this, his holy day! 
Prayer — 

Leader: " Let us say together our little couplet about how we should pray." 

To say our prayers is not to pray 
Unless we mean the words we say. 

''Shall we repeat line by line a new prayer ?" 

'' Our Father in heaven, we praise thy name, we give thanks to thee, we 

glorify thee for thy great goodness, to us and to all men." 

Song-Text (For music see p. 244.) 

Let the people praise thee, O God, 

Let all the people praise thee; 

O let the nations be glad and sing for joy, 
Sing for joy. 
Song — (For music see p. 208.) 

Can a little child like me, For the fruit upon the tree. 

Thank the Father fittingly ? For the birds that sing of thee, 

Yes, oh yes! be good and true. For the earth in beauty drest, 

Patient, kind in all you do; Father, mother, and the rest; 

Love the Lord, and do your part; For thy precious, loving care, 

Learn to say with all your heart: For thy bounty ev'ry where, 

Chorus: 

Father, we thank thee! 
Father, we thank thee ! 
Father, in heaven, we thank thee ! 



40 



CHILD RELIGION IN SONG AND STORY 



For the sunshine warm and bright, 
For the day and for the night; 
For the lessons of our youth, 
Honor, gratitude and truth; 
For the love that met us here, 
For the home and for the cheer, 
{Chorus) 



For our comrades and our plays. 
And our happy holidays; 
For the joyful work and true 
That a little child may do; 
For our lives but just begun; 
For the great gift of thy Son. 
{Chorus) 



Text Exercise — For texts appropriate to this series see p. 29. 



March-Song and Offering.- 



■^ Onward J Christian Soldiers. ^^ (For words and music 

see p. 192 ) 



Lesson-Story — 

Leader: " Can you imagine a land where a boy could not praise God if he 
wished to do so ? Where a great king must be obeyed, and if he is disobeyed 
he is very angry ? Where the people do not beheve in our God, but worship 
images of men and animals, and sometimes images of the king himself ? 
There are such countries today, but long ago there were many such lands. 
I am going to tell you a story of a country where there was no song to our 
God, and no prayer to him allowed, even in one's own room. If a man were 
to pray to our God in that country, and the king should find it out, he would 
be killed. That was the command of the great King Darius. Do you think 
that you would have dared to say your prayers when you went to bed and 
when you got up in the morning, in a country where there was a king Hke 
that. There was one man who did dare. The Bible country was his home, 
but he had been carried away as a captive of war, into this strange country 
where his God was not known. He had always prayed to his own God just 
as if he had been at home, however, and it was many years before this terrible 
law gave him any trouble. Let me tell you how it happened." 

Give here the story of Daniel found in chap. 6, using only enough of the 
preceding material in chapters 1-5 to give the proper background for the 
character and environment of Daniel. 



THE STORY OF THE BOY WHO HAD TO CHOOSE 41 

Song — (For music see p. 200.) 

But the Lord is mindful of his own 

He remembers his children. 
But the Lord is mindful of his own; 
The Lord remembers his children, 
Remembers his children. 
Bow down before him, ye mighty, 

For the Lord is near us ! 
Bow down before him, ye mighty, 

For the Lord is near us ! 
Yea, the Lord is mindful of his own. 
He remembers his children. 
Group-Work — 

Group-Teachers and Children: Let each child relate to you the story as 
best he can, without help from the other children. As each child completes 
his story give him the picture and the page to paste it upon. When the last 
has completed his story let the picture be discussed. Point out the carving 
on the walls, as an example of the way in which men in the days of Daniel 
wrote history. 

Finally recall the reason of Daniel's courage in the face of the Hons and 
have the children choose betAveen the following texts the one which they prefer 
to write on the page below the picture: 

"Thou shalt worship the Lord thy God, and him only shalt thou serve." 

"God is our refuge and strength." 

"If any man serve me, him will the Father honor." 

bong-lext (For music see p. 203.) 

Blessed is the man that trusteth in thee. 
In thee, O God; 

Blessed is the man that trusteth in thee 
In whose heart are thy ways. 

Birthday Offering, and Welcome to New Pupils — 

Song — ^^ Praise ye the Father ^ his love is everlasting.''^ (For words and music see 

P- I93-) 

Closing Sentence — 

All: (See p. 8.) 



LESSON VIII 

H (Breat XTbanftSGtving 2)ai? 

AIM OF THE LESSON 

The aim of this lesson is to lead the children to feel and to give full expres- 
sion to the gratitude appropriate to the season. 

PREPARATION OF THE LESSON 

Study the history of the Thanksgiving feast, and as fully as possible enter 
into the spirit of the season. Your own spiritual attitude will affect the 
children more upon an occasion of this kind than ordinarily. It must be 
enthusiastic. 

Study the conditions in Egypt as found in the first chapter of Exodus, and 
the results in the following chapters 1-15. In order to make a story which is 
well proportioned it will be necessary to give this material a great deal of study. 
The tendency is to emphasize too much the plagues because of the thrilMng 
character of the material and the large amount of space given to them in the 
narrative. In order to give an impressive story and to leave the right emphasis 
in the child's mind these should be passed quickly over, and the persecution 
and the escape be made most prominent. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — ''Comej ye thankful people, COme.^^ (For words and music see p. 202, 

Stanzas i, 2.) 

Informal Conversation — 

Leader and Children: Recall to the children the little couplet on the spirit 
of prayer. 

To say our prayers is not to pray 
Unless we mean the words we say. 

42 



A GREAT THANKSGIVING DAY 43 

Suggest that to say "Thank you" is not to be grateful unless the "Thank 
you" is in our hearts. If possible tell a brief incident of local interest which 
will illustrate the difference between a genuine and a merely formal "Thank 
you." 

Let the children rapidly enumerate things which they want to thank some- 
one for. See that these things are very definite, and above all, things for 
which the children can be genuinely grateful, things in their own world of 
appreciation, not provoking mere platitudes which they think are a proper 
expression of gratitude. 

Song — (For music see p. 206.) 

We plough the fields and scatter 

The good seed o'er the land; 
But it is fed and watered 

By God's almighty hand. 
He sends the snow in winter, 

The warmth to swell the grain, 
The breezes and the sunshine, 

And sweet refreshing rain. 

Chorus: 
All good gifts around us 
Are sent from heav'n above; 
Then thank the Lord, 
O thank the Lord for all his love. 

He only is the maker We thank thee, then, O Father, 

Of all things near and far: For all things bright and good. 

He paints the wayside flower The seed-time and the harvest. 

He lights the ev'ning-star; Our life, our health, our food; 

The winds and waves obey him Accept the gifts we offer, 

By him the birds are fed; For all thy love imparts, 

Much more to us, his children, And what thou most desirest, 

He gives our daily bread. Our humble, thankful hearts. 

(Chorus) (Chorus) 

Prayer — 

Leader: "Our Father, we desire to thank thee from our hearts for all the 
beautiful things which we enjoy in this world : for the sky with its sunshine, 



44 CHILD RELIGION IN SONG AND STORY 

and the clouds with their rain ; for the harvests which bring food for all the 
children; for our kind fathers and mothers, who give us home and clothing 
and loving care. We thank thee that we are strong and well, and can run 
and play with other children. Teach us to remember the Httle children who 
have no homes, no father and mother, who are hungry and cold, who do not 
even know about the heavenly Father. Wilt thou take care of them, dear 
Father, and give them some of the happiness thou hast given to us. Help 
us to find these children and to share our good things with them. In Jesus' 
name we ask it. Amen." 

Leader: " Do we feel sad or glad today ? Let us say then our Hymn of Joy. " 

Psalm 100 — 

Make a joyful noise unto Jehovah, all ye lands, 

Serve Jehovah with gladness: 

Come before his presence with singing. 

Know ye that Jehovah, he is God: 

It is he that hath made us, and we are his; 

We are his people, and the sheep of his pasture. 

Enter into his gates with thanksgiving, 

And into his courts with praise; 

Give thanks unto him, and bless his name, 

For Jehovah is good: his loving-kindness endureth forever, 

And his faithfulness unto all generations. 

Song — (For music see p. 204.) 

Come, children, lift your voices, 

And sing with us today. 
As to the Lord of Harvest 

Our grateful vows we pay. 
We thank thee, Lord, for sending 

The gentle show'rs of rain; 
For summer suns which ripen'd 

The fields of golden grain; 

Chorus: 
Come, children, lift your voices, 

And sing with us today 
As to the Lord of Harvest 

Our grateful vows we pay. 



A GREAT THANKSGIVING DAY 45 

Come join our glad procession, May we by holy living 

As onward still we move, Thy praises echo forth, 

Rejoicing in the tokens And tell thy boundless mercies 

Of God our Father's love. To all the list'ning earth; 

All good in his creation. May we grow up as branches, 

All beautiful and fair, In him, the one true vine, 

Birds, insects, beasts, and fishes Bear fruit to life eternal, 

Our harvest gladness share. And be forever thine. 

(Chorus) {Chorus) 

Text Exercise — For texts appropriate to this series see p. 29. 

March-Song and Offering — " Onward j Christian Soldiers. ^^ (For words and music 

see p. 192.) 

Lesson-Story — 

Leader: Recall that all the things which we have talked about are the 
every-day blessings. ''But are there not sometimes days when something 
special comes to us, which makes us feel unusually glad and grateful ? 

" I am going to tell you today the story of a whole people whose hves were 
saved in a most wonderful way, men, women and children, thousands of 
them. They did not know about our Thanksgiving day. This day was in 
the spring time, not in the harvest time, but to this people it was the greatest 
Thanksgiving day of their whole lives." 

Tell here the story of the exodus from Egypt and the crossing of the Red 
Sea. 

The following outHne may be helpful: The land of Egypt; the Pharaoh 
with his fears; the Hebrew people in slavery, thinking that God had for- 
gotten them, and that he had no power in the land of Egypt; Moses, the 
Hebrew shepherd in the land of Midian, with God's voice in his heart calUng 
him to save his people; Moses' return, and repeated appeals to Pharaoh, 
followed by Pharaoh's continued refusal and increased oppression; God's 
answer to Pharaoh, in the plagues; the last great "sign," and the terror in 
Egypt; the hurried supper and flight, the pursuit of Pharaoh, the terror of 
the people, the great dehverance. 

"Was not that a day for great thanksgiving? Let me read to you a few 



46 CHILD RELIGION IN SONG AND STORY 

verses of a song which someone long ago said that the people sang that day." 
Read Exod. 15:1-6. 

Song-Text — (For music see p. 244.) 

Let the people praise thee, O, God 
Let all the people praise thee; 
O let the nations be glad and sing for joy, 
Sing for joy. 

Group-Work — 

Group-Teacher and Children: The real action suggested by this lesson is 
carried out in the general gifts suggested, to be participated in by the whole 
school. It will probably be necessary to shorten the period for the group- 
work on this day because of time needed for the general exercise, and there- 
fore the entire time of the group-work may be spent in making or in allowing 
the children to make as beautiful as possible the new page, and in teaching 
more thoroughly Ps. 100, which they will find on the page. 

While the children work the teacher may talk as her thought suggests 
upon the theme of the day, but always with brightness and good cheer rather 
than in a sanctimonious vein. 
Song — ^^ Praise ye the Father , his love is everlasting,''^ (For words and music 

see p. 193.) 

Birthday Offering and Welcome to New Pupils — 

Song — ^^ Jewels J^ (For words and music see p. 202.) 

Closing Sentence — 
All: (See p. 8.) 



SERIES III 
THE JOY OF GIVING' 

In the four lessons of this series the teacher should aim to increase the spirit 
of interest in others engendered by the preceding series, to cultivate the true 
Christian spirit of good will to all men; to teach that the generous spirit and 
not the money value of a gift is the important thing, and to bring the group 
to a cHmax in joy on account of the coming into the world of the author of 
the Christmas spirit, Jesus, the greatest gift of God to mankind. 

The giving rather than the getting spirit is always to be kept before the 
child. This series provides the transition from the thought of giving, as an act 
of personal gratitude, to the larger sense of relationship to and interest in all 
mankind, to be developed in the group following this one. 



LESSON IX 

** Wbat IF t)ave, XTbat H (5t\?e ZDcC* 

AIM OF THE LESSON 

The aim of this lesson is to remind the children of the joy of giving even 
morei than is asked. 

I It will be well if, at this time, the children as a school can be interested in some definite 
project for bringing a happy Christmas to a special group of people, if possible people whom 
they can see, an old couple in the community (see paragraph upon benevolence in the Intro- 
duction), or some group of orphaned children, or a hospital, or the children of a settlement. 
The decision must be made largely upon the basis of local conditions. Only general suggestions 
can be given here. Above all there must be no expectation of profit on the part of the children, 
but only the pure anticipation of giving happiness to others. 

If a social entertainment for the children of the school is desired it should be held during 
the week of Christmas, after the children have done all that they can to contribute to the happi- 
ness of others. It should be simple, a reading or entertainment of simple character, with pos- 
sibly some light refreshment and games, a box of candy, etc. 

The old burdensome method of showy programmes, speaking pieces, the exhibition, for 
which elaborate preparation must be made, has in it no educational value, religious or otherwise, 
and should not be forced upon children. 

47 



48 CHILD RELIGION IN SONG AND STORY 

PREPARATION OF THE LESSON 

Study carefully the story of the heahng of the lame man in Acts, chap. 3. 
Meditate upon it as the generous expression of the Christ spirit of giving, 
which filled the hearts of the apostles, Peter and John. 

Make a careful study of the Temple, and the beautiful gate so that you can 
give a vivid picture of the scene, with the passing throngs of people. This can 
be found in Hastings' Bible Dictionary, or any biblical encyclopaedia, or in a 
good history of the apostoHc church. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " The earth is hushed in silence J^ (For words and music see p. 189, stanzas 

I> 2, 3, 5.) 

Informal Conversation — 

Leader and Children: Through all this month the children should be 
stirred at the thought of the approach of the Christmas season. Every new 
song should be introduced by some bit of explanation or conversation con- 
cerning its significance. This will occupy considerable time, and may take 
the place of a formal conversation at the opening. 

Song — (For music see p. 220.) 

Holy night ! silent night 1 Holy night ! silent night ! 

All is calm, all is bright, Wondrous Star, lend thy light! 

Round yon Virgin mother and child; With the angels let us sing 

Holy infant tender and mild, Hallelujah to our king ! 

Rests in heav'nly peace, Jesus Christ is here ! 

Rests in heav'nly peace. Jesus Christ is here. 

Holy night ! silent night ! Holy night ! silent night ! 

Guiding Star, lend thy Kght! Shepherds saw the wondrous light, 

See the eastern wise men bring Waked by angels' glorious strain. 

Gifts and homage to our KLingl Peace on earth, good will to men; 

Jesus Christ is here ! Christ is born indeed ! 

Jesus Christ is here. Christ is born indeed! 

Prayer — 

Leader and Children (line by line) : " Our Father, we are thankful to thee 
for all thy gifts to us. We, as little children, want to help thee to give good 



WHAT I HAVE, THAT I GIVE THEE 49 

gifts to others. Make us thy messengers of happiness to all the people in 
our homes, and to many who need thy gifts. May we always think of 
others more than of ourselves, and so grow to be Hke thy dear son, Jesus 
Christ. Amen." 

Song-Text — (For music see p. 212.) 

Behold I bring you good tidings, 

Good tidings of great joy. 

For unto you is born this day 

A Savior which is Christ the Lord. 

Unto you is born in the city of David, 

A Savior which is Christ the Lord. 
Song — (For music see p. 224.) 

We three kings of Orient are; 
Bearing gifts, we traverse afar 
Field and fountain, moor and mountain, 
Following yonder star. 

Chorus: 

O Star of wonder, Star of night, 
Star with royal beauty bright, 
Westward leading, still proceeding, 
Guide us to thy perfect light. 

Bom a King on Bethlehem plain, Glorious now behold him arise, 

Gold I bring to crown him again; King and God and sacrifice; 

Kjng forever, ceasing never, Heaven sings "Hallelujah!" 

Over us all to reign. "Hallelujah!" earth replies. 
{Chorus) {Chorus) 

Text Exercise — 

The following are texts from which appropriate selections may be made 
for the third series of lessons : 

Acts 3:6 — "Silver and gold have I none, but what I have, that give I thee." 

Lev. 19:18 — "Thou shalt love thy neighbor as thyself." 

Matt. 5:44 — "Love your enemies, and pray for them that persecute you." 

John 3:16— "For God so loved the world that he gave his only begotten son, that 
whosoever believeth on him, should not perish, but have eternal life." 

H Cor. 9:7 — "God loveth a cheerful giver." 

Acts 20:35 — 'Tt is more blessed to give than to receive." 

I Sam. 16:7 — "Man looketh on the outward appearance, but Jehovah looketh on the 
heart." 



50 CHILD RELIGION IN SONG AND STORY 

March-Song and Offering — ^^Onwardj Christian Soldiers,''^ (For words and musk 

see p. 192.) 

Lesson-Story — 

Leader: " Did you ever hear of a Httle girl who asked her father for a penny, 
and then he gave her a dime ? Did you ever think about turning that plan 
around and making it work the other way, so that when Papa asks you for 
something you do much more than he asks?" Wait for answers, and, if 
none come, illustrate. 

"Our story today is about a poor beggar-man." See that the children 
understand what a beggar is, and why he begs. " This beggar-man was lame, 
and one day he asked as usual for pennies and he received something very 
different, but something which he had dreamed of getting all his life, and had 
long ago given up expecting. It happened this way." 

Tell the story contained in Acts 3:1-10, using the following outhne as a 
guide. 

Peter and John, their past relation to Jesus, and their present work; the 
Temple, and the Beautiful Gate; the lame beggar, sitting daily at the gate 
asking for alms ; the two men coming, strangers to him ; his request and the 
wonderful answer to it. 

Raise the question: "Who was most happy, the lame man, or Peter and 
John, who had been able to give such a beautiful gift ?" 

Song — (For music see p. 200.) 

But the Lord is mindful of his own, 

He remembers his children. 
But the Lord is mindful of his own; 
The Lord remembers his children, 
Remembers his children. 
Bow down before him, ye mighty 
For the Lord is near us. 
Bow down before him, ye mighty, 
For the Lord is near us. 
Yea, the Lord is mindful of his own, 
He remembers his children. 
Group-Work — 

Group-Teachers and Children: Talk with the children about the story, 



WHAT I HAVE, THAT I GIVE THEE 51 

recalling that the very unexpectedness of the gift was an element in the joy of 
the lame man. 

Suggest the question: "When we give, is it that we may have pleasure in 
giving, or that we may give pleasure ?" 

Discuss with the children the possibility of making the pages which will be 
added to the notebooks during the month of December carry Christmas 
messages .to some of those who expect nothing from us, and will therefore have 
the more pleasure in our greeting. Let each child select such a person and 
work with that person in mind during the next three Sundays. 

The first page of the Christmas series may be given out, and the children 
will be glad to see that the text to be colored is one which belongs to the lesson 
of the day. Let them leave the filling-in of the names until the third Sunday 
in order that they may not wish to change the name of the person who is to 
receive the gift after it is prepared. Encourage them to make the page as 
neat in workmanship, and as beautiful in color as possible. 

If time can be secured it will be well to give the children some conception 
of the Temple in Jerusalem. Three lessons within a brief period center 
around the Temple, and simple descriptions of its external glories, and of its 
worship will give local color, and lead the children to note the contrast between 
it and the church and service of today. 
Song — "As Joseph was a-walking.'^ ( For words and music see p. 210.) 

Birthday Offering and Welcome to New Pupils — 

Song — " We praise thee^ Lord, with earliest morning ray" (For words and music 

see p. 207.) 
Closing Sentence — 
All: (See p. 8.) 



LESSON X 

XTbe /IDeasure ot a (3itt 

AIM OF THE LESSON 

The aim of this lesson is to continue the thought that the measure of the 
value of a gift is the spirit back of it, and so to supplant the feehng of giving 
from duty or custom, by desire for true joy in giving the gift prompted by love. 

PREPARATION OF THE LESSON 

Study carefully, from a Life of Jesus, the spirit and way of giving which 
was prevalent in his time among the rehgious classes. Note the comparison, 
in the selection for the day, Mark 12:41-44, between this ostentatious spirit, 
and that of the gift which Jesus commends. Consider that the gift of the 
widow represented labor, which represented self-denial, and true zeal for the 
support of Jehovah's house or interest in the poor, whichever may have been 
the ultimate destination of her gift. In either case the principle is the same; 
she gave something which cost her self-denial and which demanded love as 
the motive back of it. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 
Song — " We praise thee, Lord, with earliest morning ray.^^ (For words and music 

see p. 207.) 

Informal Conversation — 

Leader and Children: Very briefly continue the Christmas theme, speak- 
ing of gifts, and emphasizing the spirit or motive for giving to the parent or 
friend, rather than the value of the gift. Call attention to our song, which 
tells us that the great God loves the praise, the gifts, and the service of little 
children. 

52 



THE MEASURE OF A GIFT 



53 



Song- 
Can a little child like me, 
Thank the Father fittingly ? 
Yes, oh yes ! be good and true, 
Patient, kind in all you do; 
Love the Lord, and do your part; 
Learn to say with all your heart: 

Chorus: 
Father, we thank thee ! 
Father, we thank thee ! 
Father, in heaven, we thank thee ! 

For the sunshine warm and bright, 
For the day and for the night; 
For the lessons of our youth. 
Honor, gratitude and truth; 
For the love that met us here. 
For the home and for the cheer, 
{Chorus) 



(For music see p. 208.) 

For the fruit upon the tree. 
For the birds that sing to thee, 
For the earth in beauty drest. 
Father, mother, and the rest; 
For thy precious, loving care, 
For thy bounty ev'rywhere, 



For our comrades and our plays, 
And our happy holidays; 
For the joyful work and true 
That a Httle child may do; 
For our lives but just begun; 
For the great gift of thy Son, 
{Chorus) 



Prayer — 

Leader and Children (repeat line by line) : " Our Father, we are thankful 
to thee for all thy gifts to us. We, as little children, want to help thee to give 
good gifts to others. Make us thy messengers of happiness to all the people 
in our homes, and to many who need thy gifts. 

''May we always think of others more than of ourselves, and so grow to be 
like thy dear Son, Jesus Christ, Amen." 

(Sing softly) : (For music see p. 217.) 

Our Father, our Father who art in heaven, 
Hallowed, hallowed be thy name. 



Song— 



As Joseph was a-walking. 

He heard an angel sing, 
"This night shall be the birth -night 

Of Christ, our Heavenly King; 
His birth-bed shall be neither 

In housen nor in hall. 
Nor in the place of Paradise, 

But in the open stall. 



(For music see p. 210.) 

'He neither shall be rocked 

In silver nor in gold. 
But in the wooden manger 

That lieth on the mould; 
He neither shall be clothed 

In purple nor in pall. 
But in the fair white linen 

That usen babies all." 



54 CHILD RELIGION IN SONG AND STORY 

As Joseph was a-walking, 

Thus did the angel sing, 
And Mary's Son at midnight 

Was born to be our King; 
Then be you glad, good people, 

At this time of the year; 
And light you up your candles, 

For his star, it shineth clear. 

Text Exercise — For texts appropriate to this series see p. 49. 

March-Song and Offering — ^'Onward, Christian Soldiers. ^^ (For words and 

music see p. 192.) 

Lesson-Story — 

Leader: "Do you remember the Temple where we found the lame man 
last Sunday, and the great gift which he received?" Wait for replies, and 
let some of the children tell what they remember. "Anybody would appre- 
ciate a gift like that, would he not ? But sometimes we feel discouraged 
when we think of Christmas because we can give only such Httle gifts. We 
wonder if any body will care for them. 

" Our story today is of the very tiniest gift that you could think of, and 
it was given to God in the very Temple where the lame man was made so 
happy. Jesus saw the gift and appreciated it so much that he spoke very 
kindly about it where everyone standing by could hear him." 

Tell the story of the widow's mite, found in Mark 12:41-44. 

To tell this story effectively to children one should begin with the woman 
in her home, imagining her in her poverty at her daily work, with a deep love 
for God the Father in her heart, and a strong desire to do all that she could 
for him. It is not unfair to imagine ways in which she might have earned 
by hard labor the two mites (worth about one-third of a cent) which she cast 
into the Lord's treasury. Lay emphasis, not only upon the small amoimt, 
but upon the fact that it was "all her Hving." 

Picture the scene in the Temple court — the trumpet-shaped receptacles 
of brass about the walls ; the moving throng, rich and poor, countrymen and 
residents of the city, citizens of Jerusalem and dwellers of the deserts with- 



THE MEASURE OF A GIFT 55 

out, all passing by, each tossing in a contribution at the great Temple of 
God. 

"Jesus loved the Temple and its work. Would he not love the people 
best who cast in large sums ?" Let the children in imagination stand beside 
Jesus and watch the people as they pass along. Describe some of them, 
the pharisee, the priest, the rich woman, the young man, the boys just over 
twelve, and then the poor woman whom the children have seen working so 
hard for her Hving. "What can she give? What will the people, who are 
looking on, think of her gift ? What will they say ? Will they make fun 
of it because it is so small ? What did Jesus say ?" Read verses 43 and 44, 
giving his judgment. "Was Jesus thinking about the poor woman's money 
or about her heart ? Did he see how rich she was in love for God, and how 
generous?" 

Song-Text — (For music see p. 244.) 

Let the people praise thee, O God, 

Let all the people praise thee; 

O let the nations be glad and sing for joy, 
Sing for joy. 
Group-Work — 

Group-Teachers and Children: It is always expected that the teacher will 
give to the children such new songs as are provided for them. Attention will 
not be called to them here unless there seems some special reason for remark. 
Let the children talk freely with you of their plans for giving Christmas gifts. 
Permit no talking of receiving gifts. The teacher's work at this time should 
be especially personal in order that no child may feel ashamed of his gifts, or 
in any way embarrassed. If there are those whose parents are too poor or too 
unsympathetic, or too busy, to assist the children in making gifts, be ready 
to give special help and suggestion to such children. 

On the new page let the children mount the picture of the Madonna, and 
color the holly leaves and berries. 

Continue as they work, your simple talk of the Temple. 

Song — "/w the little village of Bethelemy (For words and music see p. 214.) 



56 CHILD RELIGION IN SONG AND STORY 

Birthday Offering and Welcome to New Pupils — 

Song — ^^Holy, holy, holy! Lord God Almighty P^ (For words and music see p. 191.) 

Closing Sentence — 

All: (See p. 8.) 



LESSON XI 

H Uale of tbe dbrist^Cbil^ 

AIM OF THE LESSON 

The aim of this lesson is still further to fill the child with the Christ-spirit, 
the spirit of love and service. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 
Song — "We Three Kings of Orient Are" (For music see p. 224.) 

Informal Conversation — 

Leader and Children: Continue the Christmas topic. Keep plenty of 
time for the new music. 

Song — (For music see p. 209.) 

Oh, tell me, gentle shepherd, gentle Oh, tell me, gentle shepherd, gentle 

shepherd, gentle shepherd, shepherd, gentle shepherd. 

Oh, tell me what the angel sang What the bright host of angels sang 

In the early Christmas mom. All out in the fields so stUl. 

Chorus: Chorus: 

Oh, tell me what the angels sang What the bright host of angels sang 

In the early Christmas morn. All out in the fields so still. 

Oh, listen, happy children, happy I will tell you, Christian children, 

children, happy children, Christian children. Christian children. 

While I tell you what the angel sang What the bright host of angels sang 

In the early Christmas mom: All out in the fields so still: 

Chorus: Chorus: 

"Fear ye not, I bring good tidings, "Glory in the highest, glory; 
For today the Lord is born." Peace on earth, to men good-will." 

Let us keep then happy Christmas, 

happy Christmas, happy Christmas. 
Children, shepherds, men, and angels, 
The blest song repeating still. 
Chorus: 

"Glory in the highest, glory; 
Peace on earth, to men good-will." 

57 



58 



CHILD RELIGION IN SONG AND STORY 



(For music see p. 202.) 

A child is bom ttiis day to you, 

Born of a chosen virgin too : 

A child so mild, a child so sweet, 

Your joy that child shall make complete. 



Song— 

I come from heaven high above. 
To bring you words of joy and love; 
So great the message which I bring 
That I must speak to you and sing. 

Prayer — 

All: ^'Our Father, we are thankful to thee for all thy gifts to us. We, as 

little children, want to help thee to give good gifts to others. Make us thy 

messengers of happiness to all the people in our homes, and to many who need 

thy gifts. May we always think of others more than of ourselves, and so 

grow to be like thy dear son, Jesus Christ. Amen." 



Song-Text- 



Behold I bring you good tidings, 

Good tidings of great joy. 

For unto you is born this day 

A savior which is Christ the Lord. 

Unto you is born in the city of David, 

A savior which is Christ the Lord. 



(For music see p. 212.) 



Song- 



(For music see p. 210.) 



"He neither shall be rocked 

In silver nor in gold, 

But in the wooden manger 

That lieth on the mould; 

He neither shall be clothed 

In purple nor in pall, 
But in the fair white hnen 
That usen babies all." 



As Joseph was a-walking, 

He heard an angel sing, 
"This night shall be the birth-night 

Of Christ, our heavenly King; 
His birth-bed shall be neither 

In housen nor in hall. 
Nor in the place of Paradise, 

But in the open stall. 

As Joseph was a-walking. 

Thus did the angel sing. 
And Mary's Son at midnight 

Was born to be our King; 
Then be you glad, good people. 

At this time of the year; 
And light you up your candles, 

For his star, it shineth clear. 

Text Exercise — For appropriate texts see p. 49. 

March-Song and Offering — ''Onward, Christian Soldiers.''^ (For words and music 

see p. 192.) 



A TALE OF THE CHRIST-CHILD 59 

Lesson-Story — 

The leader will use here the Christ-child story. Care should be taken to 
let the children understand that this tale is one of the old stories which people 
used to tell about the Christ-child, and is not found in the Bible ; that people 
told these stories because they loved the Christ-child so much that they were 
always imagining beautiful things about him; that the story is true in spirit 
although not in fact. 

THE CHRIST-CHILD 

By Andrea Hofer Proudfoot 

A long, long time ago, on the night just before Christmas, a little child, all alone, wan- 
dered in the streets of a large city. 

There were a great many fathers and mothers hurrying home with bundles of presents 
for their httle ones, and some rolled past in fine carriages, one after the other, bound for 
home to celebrate the happy time with their children. 

This little child seemed to have no home, but just wandered up and down, looking 
into the wdndows and watching the lights. No one seemed to notice the little one except 
Jack Frost, who bit the bare toes and fingers, and the North Wind, who almost brought 
tears to the child's eyes with his blowing. It was cold, oh, very cold that night. 

Up and down the street the little child passed, and the walks were all snowy and icy. 
The child had on neither shoes nor stockings; but, though it was cold, the little one was 
glad, for it was Christmas eve, and the whole world seemed to be glad, too. 

Everywhere the light was streaming out of the windows, and if one looked in, there 
could be seen the beautiful candles and the Christmas trees. In some of the houses the 
trees were loaded with presents for the children, and in one place into which the little child 
looked the boys and girls were playing and skipping, and their merry laughter rang so 
loudly through the house that it could be heard through the thick walls and doors out in 
the street. 

The little child was glad with them, and clapped its hands and said: ''Oh, they are 
so happy in there ! Surely they will share with me, and let me come into their warm, 
bright room and sing and play." 

And the little feet tripped up the great, wide staircase, and without a fear the child 
tapped softly at the door. 

And the door opened. 

There stood the tall footman. 

He looked at the little child, but softly shook his head and said: "Go down off the 
steps. There is no room in here for you." He looked sorry when he said it, for he prob- 
ably remembered his own httle ones at home, and was glad that they were not out in 
the cold. 

Through the open door a light — oh, such a bright light — shone, and it was so warm ! 



6o CHILD RELIGION IN SONG AND STORY 

But the child turned away into the cold and darkness, not knowing why the footman 
spoke so; for surely the children would have loved to have another little companion to 
join in their joyous Christmas evening festival. 

But the children did not know that the child had knocked. 

The street seemed colder and darker to the child than before, and the bright windows 
were not nearly so bright, because the child was sad. But all along, on both sides of the 
wide street, the light streamed out, and it was almost as bright as day; and the beauty 
all about made the little child glad again. 

The great city was full of happy homes that night, and the cold outside was entirely 
forgotten. All remembered only the happy time, and no doubt thought that every single 
person in the whole wide world was happy too. 

Farther and farther along, down where the homes were not quite so large or beauti- 
ful, the little child wandered. There seemed to be children inside of nearly all the houses 
and they were dancing and frolicking about; there were Christmas trees in nearly every 
window, with beautiful dolls and toys; there were trumpets and picture-books, and aU 
sorts of nice things; and in one place a sweet little lamb made of white wool was hanging 
on the tree for one of the children. 

The child, stopping before this window, looked and looked at the beautiful thing, and 
creeping up to the glass gently tapped upon the pane. A little girl came to the window 
and looked out into the dark street and saw the child. But she only frowned and shook 
her head and said: "Come some other time, for we cannot take care of you now;" and 
then she went away. 

The Httle child turned back into the cold again, and went sadly on, saying: "Will no 
one share the beautiful Christmas with me ? The light is so bright and I love it so !" The 
child wandered on and on, scarcely seeing the light now on account of tears. 

The street became darker and narrower; farther and farther the little one traveled. 
It grew late. Scarcely anyone was out to meet the child as it walked, and all the outer 
world was still and cold. 

Ahead there suddenly appeared a bright single ray of light, that shone right through 
the darkness into the child's eyes. The child smiled and said: "I will go and see if they 
will share their Christmas with me." 

Hastening past all the other houses, the little one went straight up to the window- 
pane from which the light was streaming. It was such a poor, little, low house, but the 
child saw only the light in the window, for there was neither curtain nor shade. What 
do you suppose the light came from ? Nothing but a tiny tallow candle ! But it seemed 
to the little wanderer almost as bright as the sun. That was because the child was glad 
again. The candle was placed in an old cup with a broken handle, and right in the same 
cup there was a twig of evergreen, and that was all the Christmas tree they had. 

And who do you suppose was in the house ? 

A beautiful mother with a baby on her knee, and a Httle one beside her. The chil- 
dren were both looking into their mother's face and listening to her words. A few bright 
coals were burning in the fireplace, which made it light and warm within. The child 
crept closer to the window, and gently, oh, so gently, tapped upon the pane. They all 
listened. 

"Shall I open the door, dear mother?" the little girl asked. 



A TALE OF THE CHRIST-CHILD 6i 

"Certainly, my child. No one must be left out in the cold on our beautiful Christmas 
eve. Open the door and let the stranger come in," 

The door was thrown wide open, and the little girl looked into the darkness; when 
she saw the child she put out her little hand to help. The child went in — into the light 
and warmth. Then the mother put out her hands and touched the little child. The chil- 
dren said: "Dear little one, you are cold and naked; come and let us warm you and love 
you, and then you shall have some of our Christmas." 

The baby crept out of its mother's lap, and she gathered the little stranger to her, and 
the children stood at her knee, and warmed the cold hands and feet, and rubbed them, and 
smoothed the tangled curls, and kissed the child's face; the mother put her arms about the 
three little ones, and the candle and the firelight shone over them all, and everything was 
so still. 

And the mother's sweet voice spoke in the stillness: 

"Little ones," she said, "shall I tell you the real Christmas story?" 

The children said, "Yes," so the mother began: 

"Many, many years ago, this very night, some shepherds were out on the plains watch- 
ing their sheep. The wee little lambs were asleep, and the large sheep were sleeping too. 
The stars shone bright and clear above, and all was very still below. 

"The shepherds sat beside each other without a word, leaning on their crooks and 
hardly moving. 

"Suddenly a great light shone all around about them, right through the darkness; they 
did not know what it was, and they were all afraid. 

"Then an angel, white and beautiful, came to them from out the hght, and told them 
not to fear, for great joy and gladness had come to the whole world. A little babe had 
just been born who was to become their King and save them from all wrong and suffering, 
and do great good for them and all mankind. The angel then showed the shepherds where 
to find the babe, saying that it would be wrapped in swaddling-clothes and lying in a 
manger. 

"And suddenly there was with the angel a multitude of the heavenly host, praising 
God and saying, 'Glory to God in the highest, and on earth peace, good-will toward men.' 
And a wonderful light was all about them, and when the angel had gone away from them 
into heaven, the shepherds said one to another: 'Let us go, and see the child of whom the 
angel told us.' 

"So they left their lambs sleeping on the plains, and took their crooks in their hands 
and started out. 

"It was a long way, but a shining star was before them, and they followed it even up 
to the place where the angel had told them. And they found the babe lying in a manger; 
and when they had seen it they told all the people that came to see the child of what they 
had seen that night on the plains, and how the angel had told them to come to the child, 
and of the wonderful light which had made them afraid; and how the multitude had sung. 
All they that had heard it wondered at the things which were told them by the shepherds. 
The mother of the little babe was very glad and remembered all these things. 

"The kind shepherds departed and went back to their flocks, telling everyone they met 
of the young child. 

"They called the child Jesus, and the child grew, and was strong and beautiful, and 



62 CHILD RELIGION IN SONG AND STORY 

Jesus taught the whole world how they should love one another and be good, even as our 
Father in heaven is good and loves us." 

The sweet voice of the mother ceased. The light in the room had grown brighter, until 
now it shone like the sun; from the floor to the ceiling all was light as day. And lo, 
when the little ones turned to look for the child, the mother's lap was empty; there was 
nothing to be seen; the child was gone, but the light was still in the room. 

"Children," the mother said quietly, "I believe we have had the real Christ-child with 
us to-night." And she drew her dear ones to her and kissed them, and there was great 
joy in the little house. 

^^And whoso receiveth one such little child in my name receiveth me." 
''For lo! I am with you always." 

Song— ''Holy night, silent night,** (For words and music see p. 220.) 

Group-Work — 

Group-Teachers and Children: See that the children fully understand that 
the tale just heard is not from the Bible; that these Christ-child tales were 
many and had their origin, not in history, but in love of the idea, just as 
painters made pictures of Jesus, although they had never seen hini or any 
Hkeness of him. 

Continue with a new page in the notebooks, letting the children print the 
message of the angels: "Unto you is born this day, in the city of David, a 
Savior, which is Christ the Lord." They may use different colors for capitals 
and small letters, and make the text as beautiful as taste dictates. 

Have ready ribbons for tying together the leaves which have been pre- 
pared. If the children are wilHng, let them add one of the song leaves, and 
then write the names of the giver and the recipient of the gift on the first page. 
If you have time, a Christmas call with the child when he may deHver his 
gift would be most helpful to him. If this is not possible, see that no difficulty 
is in the way of a prompt bestowal of the gift in an acceptable manner. 

Song — ''In the little village of Bethlehem^ (For words and music see p. 214.) 

Birthday Offering and Welcome to New Pupils — 

It may be suggested to the children that the next Sunday being the birth- 
day of Jesus, in the joy of which each child has as full a share, as in his own 
birthday, each may bring a birthday offering of just as many pennies as he 



A TALE OF THE CHRIST-CHILD 63 

wishes. Let the children decide whether these shall go to the same source as 

the usual birthday offerings, or to some special Christmas gift to someone 

who is in need, or to the school itseK, for some special good in which all may 

share. 

Song — "Carol, brothers, caroV^ (For words and music see p. 221.) 

Closing Sentence — 
All: (See p. 8.) 



LESSON XII 
CHRISTMAS SUNDAY 

Gob's Greatest Gift: Ibis Bon Jesus dbrtst 

AIM OF THE LESSON 

The object of this lesson is to bring to a climax, in song and story, the 
thought of giving which has been the theme of the month, and to impress the 
children with the fact that their feeHng, however strong, has been more than 
met and justified by the greater gift from the Father in heaven. 

PREPARATION OF THE LESSON 

Make a careful study of the stories of the birth of Jesus found in Luke and 
Matthew. Learn all that you can from dictionaries, maps, and from the 
various Lives of Jesus about Bethlehem and its surroundings, the Herod 
mentioned in the story, and the Wise Men so essential a feature in 
oriental Hfe. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " Oh, tell me, gentle shepherd.^^ (For words and music see p. 209.) 

Informal Conversation — 

Leader and Children: "The Christmas Day — why do we celebrate it? 
How do we celebrate it ? " Bring out the idea of a home festival, a celebration 
with those whom we love. Let the children talk freely about getting and 
giving. Lead them if possible to recall some joyful experience in giving. 
Carry them to the thought that if they could not both receive and give on 
Christmas day, the greatest happiness would be in giving. If this does not 
come naturally from them, do not force them to the conviction, but wait for 

64 



GOD'S GREATEST GIFT: HIS SON JESUS CHRIST 



65 



the group- work to bring it out. Raise the question : " Are we looking forward 
to Christmas as a giving or a getting day ? " 

Let the children now consider what is the greatest gift that ever comes to a 
home — a httle child. '* The greatest gift that can come to the world is a httle 
babe who shall grow to be a great man, and help the world to be better and 
happier." Suggest that such a gift came to the world when Jesus was born, 
"the greatest gift that the world ever received, God's gift of Jesus Christ." 
Enlarge here upon the fact that it was Jesus who taught us of the love of 
God for all the world, and that he desires our love and service in helping 
him to show the Father's love for all mankind. 



(For music see p. 212.) 

A child is born this day to you, 

Born of a chosen virgin too : 

A child so mild, a child so sweet, 

Your joy that child shall make complete. 



Song— 

I come from heaven high above, 
To bring you words of joy and love. 
So great the message which I bring 
That I must speak to you and sing. 

Prayer- 
Leader; "Let us bow our heads and thank our Father for his gift. 
" Our Father, we thank thee for all thy gifts to us, sunshine and rain, home 
and friends, strong bodies, and happy hearts, but more than all these, for the 
gift of thy dear Son, who was bom a little child, and grew to manhood, giving 
his Hfe to teach the world of thee. Help us to give our hearts to him in loving 

For Jesus' sake we ask it. Amen." 



obedience and willing service 



Song- 



Can a little child like me, 
Thank the Father fittingly ? 
Yes, oh yes ! be good and true. 
Patient, kind in all you do; 
Love the Lord, and do your part; 
Learn to say with all your heart: 



•For music see p. 208.) 

For the sunshine warm and bright, 
For the day and for the night; 
For the lessons of our youth. 
Honor, gratitude and truth; 
For the love that met us here, 
For the home and for the cheer, 



Chorus: 
Father, we thank thee ! 
Father, we thank thee ! 
Father, in heaven, we thank thee ! 



66 CHILD RELIGION IN SONG AND STORY 

For the fruit upon the tree, For our comrades and our plays, 

For the birds that sing to thee, And our happy holidays; 

For the earth in beauty drest, For the joyful work and true 

Father, mother, and the rest; That a little child can do; 

For thy precious, loving care. For our lives but just begun; 

For thy bounty ev'rywhere, For the great gift of thy Son, 
{Chorus) (Chorus) 

Text Exercise — For appropriate texts see p. 49. 

March-Song and Offering — '^ Onward^ Christian Soldiers, ^^ (For words and music 

see p. 192.) 

Lesson-Story — 

Leader: Let the children imagine themselves far away in an old, old 
country. Ask them to look with the eyes of their minds, and see what you are 
going to show them — the Httle town of Bethlehem. Bring before them a vivid 
word-picture of the town, the streets, the crowded khan, the reason for the 
gathering of so many people at this time. Take them in imagination into 
the inn where they may see the babe in the manger, with Joseph and Mary 
caring for it. 

Song — (For music see p. 210.) 

As Joseph was a-walking, "He neither shall be rocked 

He heard an angel sing, In silver nor in gold, 

"This night shall be the birth -night But in the wooden manger 

Of Christ, our heavenly King; That lieth on the mould; 

His birth-bed shall be neither He neither shall be clothed 

In housen nor in hall. In purple nor in pall, 

Nor in the place of Paradise, But in the fair white linen 

But in the open stall. That usen babies all." 

As Joseph was a-walking. 

Thus did the angel sing, 
And Mary's Son at midnight 

Was born to be our king; 
Then be you glad, good people, 

At this time of the year; 
And light you up your candles, 

For his star, it shineth clear. 



GOD'S GREATEST GIFT: HIS SON JESUS CHRIST 67 

Now let the children still in imagination go out with you to the hills near 
Bethlehem, where the shepherds are watching their flocks under the night 
sky. Describe the scene — the watch-fires, the dogs, the sleeping sheep, the 
groups of shepherds, and the starry sky. 

Song — (For music see p. 220.) 

Holy night! silent night! Holy night! silent night! 

All is calm, all is bright, Guiding Star, lend thy light ! 

Round yon Virgin mother and child; See the eastern wise men bring 

Holy infant tender and mild, Gifts and homage to our King! 

Rest in heav'nly peace. Jesus Christ is here ! 

Rest in heav'nly peace. Jesus Christ is here. 

Holy night! silent night! Holy night! silent night! 

Wondrous Star, lend thy light ! Shepherds saw the wondrous light, 

With the angels let us sing Waked by angels' glorious strain: 

Hallelujah to our king! Peace on earth, good-will to men. 

Jesus Christ is here ! Christ is born indeed ! 

Jesus Christ is here. Christ is born indeed! 

Read here the story of the angels, and the shepherds (Luke 2:8-20), and 

let the children follow it by singing the message of the angels, 

Behold I bring you good tidings, 

Good tidings of great joy; 

For unto you is born this day, 

A Savior which is Christ the Lord ! 

Unto you is born in the City of David 

A Savior which is Christ the Lord! (For music see p. 212.) 

Again let the children go with you to a great desert, and see coming in the 
distance, riding on camels, three old men. "Let us follow them into the city 
of Jerusalem, and notice that they seem to be much interested in a star, about 
which they are talking. They are wise men who think that when a new 
star appears, it means that some great event is about to take place; and 
these wise men have heard that a great king is to be born, and they think that 
they have seen his star. He is to be the king of the Jews and when he grows 
up, the Jews are to become the greatest nation on the earth. Let us read and 
follow them as they come near to the palace of the wicked king Herod, who 
does not v>^ant to hear of the birth of another king." 

Read here the account in Matthew 2:1-12. 



68 CHILD RELIGION IN SONG AND STORY 

Song — (For music see p. 224.) 

We three kings of Orient are; 
Bearing gifts, we traverse afar 
Field and fountain, moor and mountain, 
Following yonder Star. 

Chorus: 

O Star of wonder, Star of night, 
Star with royal beauty bright. 
Westward leading, still proceeding. 
Guide us to thy perfect light. 

Born a King on Bethlehem plain, Glorious now behold him arise, 

Gold I bring to crown him again; King and God and sacrifice; 

King forever, ceasing never, Heaven sings "Hallelujah!" 

Over us all to reign. "Hallelujah!" earth replies. 
{Chorus) {Chorus) 

Group-Work — 

Group-Teachers and Children: The time for the group- work will be very 
brief, because of the unusual amount of music, and the length of the lesson- 
story. The children will wish to have something in their books to remind them 
of Christmas. Let them paste on the Christmas page the picture of the 
Nativity, and the remaining time may be spent in discussing the picture, and 
in recalling the texts which they have given away. If they wish to write a 
Christmas text also, let each child select his own from those which have been 
learned during the month. 

Birthday Offering and Birthday Song— (For music see p. 214. ) 

If there is a good boy-soloist in the school, it will be of interest to have 
him sing, as a solo, " The birthday of a king/' the school joining in the chorus. 

Follow this song immediately by the special birthday offerings suggested 
last Sunday as a celebration of Jesus' birthday, and let them be appropriately 
accepted. 



GOD'S GREATEST GIFT: HIS SON JESUS CHRIST 



69 



In the little village of Bethlehem 

There lay a child one day, 
And the sky was bright with a holy light, 

O'er the place, where Jesus lay: 
Alleluia ! Oh ' how the angels sang. 



'Twas a humble birthplace, but oh! how much 

God gave to us that day; 
From the manger bed, what a path has led, 

What a perfect holy way: 
Alleluia' Oh! how the angels sang, 



Alleluia! how it rang. 



And the sky was bright with a holy light, 
'Twas the birthday of a King. 



Alleluia ! how it rang. 



And the sky was bright with a holy light, 
*Twas the birthday of a King. 



Chorus: 

Alleluia ' Oh ! how the angels sang, 

Alleluia! Oh! how the chorus rang, 
And the sky was bright with a holy light, 

'Twas the birthday of a King. 

Welcome to New Pupils — 



Song — ''Carol, brothers, caroV^ 
Closing Sentence — 
All: (Seep. 8.) 



(For words and music see p. 221.) 



SERIES IV 
THE CHILD AND THE FAMILY 

With this series of four lessons we pass from the relations of the child 
to the earthly and to the heavenly Father, to his relation to other children. 
The ideal boy, Jesus, is presented, also types of selfish childhood on the one 
hand, and on the other the careful, responsible child. 

Care should be taken in the treatment of this group not to preach too much. 
If the stories are well told, the child will become famihar with the beauty of 
goodness and the ugliness of selfishness, and will apply the principle uncon- 
sciously, and from his own thinking, rather than as a result of urgent soHci- 
tation on the part of the teacher. 



LESSON XIII 

TTbe Bo^ Jesus 



AIM OF THE LESSON 

The aim of this lesson is to call the attention of the children to Jesus as a 
normal boy, Hving a boy's life, but unusual in that he lived up to his highest 
ideals, and was full of serious purpose for the future. 

PREPARATION OF THE LESSON 

Study from the various Lives of Jesus, and from the Commentaries, the 
coming of the age of responsibiHty of a Jewish boy, and his first going to the 
Temple, as an independent worshiper. Consider the significance of such a 
period in the thought of a serious-minded boy, and one who had already come 

70 



THE BOY JESUS 71 

to feel that he had a work to do in the world. Study also the education of 
the Jewish boy, and discover what was the substance of the education of 
Jesus. Upon what themes would he be Hkely to think ? Investigate also the 
question of the work of the boys, their trades, their relations to parents, their 
games, the distinction between the education of boys and girls. Think of all 
these things in relation to Jesus, and let the information mold your impres- 
sion of his youth. 

Study carefully the story of Jesus' visit to Jerusalem found in Luke 2 : 40-52. 



ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " The earth is hushed in silenced (For words and music see p. 189.) 

Informal Conversation — 

Leader and Children: " Do you remember the strange kind of worship in 
which the Httle boy, Samuel, helped ?" Assist the children to recall worship 
by sacrifice, and the tent-church. Recall now the Temple, in which already 
the children have seen the widow casting her offering, and at whose gate the 
lame man was healed. Describe its glories in external beauty, and in forms 
of worship, the great gates, the spacious courts, and porches, the floors of 
beautiful colored marbles, the steps overlaid with gold, the Holy Place and the 
Most Holy Place, the numerous priests, the choirs of Levites, and the boys 
with their angehc voices, the silver trumpets calHng the various portions of the 
service, the kneehng crowds, etc. Make this very brief, but picturesque. 
" Only men and women are worshiping there." But in that land a httle boy 
was considered a man at twelve years of age, so far as worship and obedience 
to the law was concerned. Let the children discuss this church and its serv- 
ice, and realize the contrast with our worship today. 



72 



CHILD RELIGION IN SONG AND STORY 



Song- 
Can a little child like me, 
Thank the Father fittingly ? 
Yes, oh yes ! be good and true, 
Patient, kind in all you do; 
Love the Lord, and do your part; 

Learn to say with all your heart: 

• 

Chorus: 



(For music see p. 208.) 
For the fruit upon the tree, 
For the birds that sing of thee, 
For the earth in beauty drest, 
Father, mother, and the' rest; 
For thy precious, loving care, 
For thy bounty ev'rywhere. 



Father, we thank thee ! 
Father, we thank thee 1 
Father, in heaven, we thank thee ! 



For the sunshine warm and bright. 
For the day and for the night; 
For the lessons of our youth, 
Honor, gratitude and truth; 
For the love that met us here, 
For the home and for the cheer. 



Chorus 



For our comrades and our plays, 
And our happy hoHdays; 
For the joyful work and true 
That a little child may do; 
For our lives but just begun; 
For the great gift of thy Son, 

Chorm 



Prayer- 

All: 



Our Father who art in Heaven, 
Hallowed be Thy name. 
Thy Kingdom come, 
Thy will be done. 
On earth as it is in Heaven. 
Give us this day our daily bread. 
And forgive us our debts, 
As we forgive our debtors. 
Lead us not into temptation. 
But deliver us from evil, 
For Thine is the kingdom. 
The power and the glory. 
For ever and ever. Amen. 



Song — 

Holy, holy, holy ! Lord God Almighty 1 
Early in the morning our song shall rise 
to thee. 
Holy, holy, holy! merciful and mighty! 
Which wert, and art, and evermore shall 
be. 



Holy, 



(For music see p. 191.) 
tho' the darkness hide 



holy, holy! 

thee, 
Tho' the eye of sinful man thy glory may 

not see, 
Only thou art holy! there is none beside 

thee 
Perfect in pow'r, in love and purity. 



THE BOY JESUS 73 

Text Exercise — 

Texts appropriate to this series: ' 

Luke 2:52 — "And Jesus advanced in wisdom and in stature, and in favor with God 
and man." 

Matt. 7:12 — "All things, therefore, whatsoever ye would that men should do unto 
you, even so do ye also unto them." 

I John 4:8— "God is love." 

John 4:11 — "Beloved, if God so loved us, we also ought to love one another." 

Song-Text — (For music see p. 244.) 

Let the people praise thee. 
Let all the people praise thee; 
O let the nations be glad and sing for joy, 
Sing for joy. 

March-Song and Offering — ''Onward^ Christian Soldier s.^^ (For words and 

music see p. 192.) 

Lesson-Story — 

Leader: Tell the story of Jesus' visit to Jerusalem at twelve years of age, 
bringing out the occasion of it, the scene of it, the journey, the city, the Temple 
and its importance to Jesus, the joy of being allowed to worship with his 
parents, the new and joyous sense of responsibility to God, the eagerness 
with which he availed himself of new opportunities to learn of his heavenly 
Father, and to question those older than himself and considered very wise in 
the religion of his people. Do not, as is usual, lay the emphasis upon the 
strangeness of his answer to the mother's question, but rather upon the whole 
experience of his journey and its significance. Present this entire story as far 
as possible from the hoys point of view. 

In doing this you cannot fail to lead the children to see in Jesus' answers 
surprise that his parents should have thought of finding him in any other place 
than that which had been the center of his dreams, the place where he would 
be safe in his heavenly Father's care, the place where he might be every 
moment adding to his knowledge of that Father. 
Psalm 24 — 

Leader: "Would you Hke to learn to say a part of one of the songs which 
possibly Jesus heard sung in the Temple ? Listen and try to think that you 



74 CHILD RELIGION IN SONG AND STORY 

hear the voices singing. Perhaps as they sang they thought of the ^'Beautiful 
Gate:' 

Lift up your heads, O ye gates; 

And be lifted up, ye everlasting doors: 
And the King of glory will come in, 

Who is the King of glory ? 
Jehovah, strong and mighty, 

Jehovah, mighty in battle. 
Lift up your heads, O ye gates; 

Yea, lift them up, ye everlasting doors: 
And the King of glory vi^ill come in. 

Who is this King of glory ? 
Jehovah of hosts. 

He is the King of glory. 
Group-Work — 

Group-Teachers and Children: It is not the intention frequently to have 
pictures for two Sundays in succession, but in the case of the present lesson 
the picture adds too much to the force of the story to be omitted. It will 
also afford admirable material for discussion. Let it be given to the children 
at once and properly placed in the notebooks. 

Now, with the picture of the boy Jesus before the children, talk with them 
about his boyhood, his dress, his house, his school, his textbooks, his work 
with his father, his brothers and sisters, his games. Most careful preparation 
should be made for this. It should not be the result of imagination, but of 
reading to secure the facts about child-life in Palestine. Edersheim's In the 
Days oj Jesus or his Life of Jesus will give the necessary information. The 
object of all this is to make Jesus seem to the children a real boy. 

Prepare beforehand the text to be pasted in the books, "And he grew in 
wisdom and stature, and in favor with God and man." 

Song — ^^ Loving Jesus, meek and mildJ^ (For words and music see p. 225.) 

Birthday Offering and Welcome to New Pupils — 
Song- 
Let the children choose one of the Christmas songs to be sung here. 
Closing Sentence — 
All: (See p. 8.) 



LESSON XIV 

Ube Btotber TOlbo dbeateb 

AIM OF THE LESSON 

The aim of this lesson is to contrast the result of the boyhood of Jacob 
with that of Jesus, and to remind the children that to be a crooked man 
usually means that the boy was crooked too. 

PREPARATION OF THE LESSON 

Study carefully Genesis, chaps. 27-35. Spend a good deal of time in 
reading and thinking about the tribal Hfe of the times of Jacob, about his 
ideals, and his ambitions. See that you get the proper sense of his standards, 
and that you do not expect from him the high ideals of the present generation. 
Regard his act rather as dishonoring his father by cheating him and deceiving 
a brother, one of his tribe, the greatest sin according to the standards of his day. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 4). 
Song — ^^ Father, dear, I jain would thank theeJ^ (For words and music see p. 190.) 
Informal Conversation — 

Leader and Children: Talk with the children about things that grow — 
the seed becoming a plant, the acorn a tree, the straight sapling a straight 
tree, etc. Lead to the thought that we may expect good boys and girls to 
grow to good men and women naturally. Suggest the young tree strapped 
to a post to make it grow straight, as an analogy for a naughty boy who must 
be held to goodness by strict laws or discipline. 

''How did Jesus grow?" Recall the text of last Sunday. Let the chil- 
dren discuss what is involved in the statement, "in favor with God and man." 
"Did Jesus have a rule by which he lived ?" Suggest, as the rule of Jesus, 
"Whatsoever ye would that men should do to you, do ye even so to them." 

Sang— ''Holy, holy, holy T' (For words and music see p. 191.) 

75 



76 CHILD RELIGION IN SONG AND STORY 

Prayer — 

Leader and Children (line by line) : 

Dear Father I come with the morning light, 

To ask thy hand to guide me aright; 

Keep me from sinning, and show to me, 

How a little child may be helpful to thee. 
Song — (For music see p. 193.) 

Praise ye the Father, his love is everlasting, 
Praise ye the Father, let all the earth give thanks to him: 
Honor and glory be unto him forevermore. 
O God of mercy, thy children raise their song to thee. 

Great is the Lord who hath shown his glorious power; 
Who giveth light to the world, and blessing to his people. 
Great is the Lord who hath given us the victory; 
With love and power he ruleth the world. 
Arise and praise ye the Father. 

Glory to the Father, to the Father everlasting; 

Glory to the Father, who hath made the earth and heav'n; 

Loudly let the voices ring; loudly praise our mighty Lord and King; 

Children come before his presence with a song. 

And praise ye the Lord. 

Text Exercise — For texts appropriate to this series see p. 73. 

Song-Text — (For music see p. 227.) 

Whatsoever ye would that men should do unto you, 
Do ye even so unto them. 

March-Song and Offering — (For music see p. 218.) 

We come to thee, our Father, And as our way moves onward, 

Our offerings to bring; Thy bounty. Lord, bestow; 

With happy hearts and voices. Increase our love of giving. 

Our song of praise to sing. And cause our gifts to grow. 

We come to thee, our Father, That we may help our brother, 

Our hearts with love aglow. And kindly do our part. 

To render wiUing service. In comforting each other, 

To thy people here below. In giving from the heart. 

Our hands we bring to thee, our Father, Till joy and peace fill all the nation, 

All lovingly to do thy will; Forever gone all want and woe. 

In daily task or pleasure, The joy of thy creation. 

Thy word in us fulfil. Appear on earth below. 

Refrain: 

While singing and praising we come; 

Thy children gladly come. 



THE BROTHER WHO CHEATED 77 

Lesson-Story — 

Leader: Bring up the question of tribes, and let the children discuss what 
it means to be the chief of a tribe. What people do they know who still Hve 
in tribes ? Suggest that thousands of years ago the people in many countries 
lived in tribes, the Bible people among the number. With the children's 
aid construct a mental picture of tribal life, the tents, the flocks and herds, the 
daily habits of hfe, the great ambition to be the head of a tribe, the right of the 
eldest son to inherit the father's blessing and the place of authority. 

Tell the story of Jacob and Esau, two boys grown to young manhood, one 
of whom cheated his brother and his old bhnd father as well. Tell the story 
very simply, and carry it to the coming-in of Esau, with his threat of ven- 
geance, and Jacob's consequent flight in terror. 

Raise the question: "Did Jacob hve by Jesus' rule? Did he know any- 
thing about Jesus' rule ? Who hved first, Jesus or Jacob ?" Sing again the 
Golden Rule. 
Group-Work — 

Group-Teachers and Children: The object of the group- work in this lesson 
is to lead the children to see the same truth which they saw through another 
medium in last Sunday's lesson, namely, that the man is the product of the 
boy, and it is important to cultivate right life as boys and girls. 

Therefore recall to the children the text of last Sunday, "He grew in 
wisdom," etc. 

Contrast this with the hatred which pursued Jacob, and his Hfe of fear. 
Let the children imagine what kind of a boy Jacob must have been. Describe 
the life which he probably led, and suppose some situations which will lead the 
child to think what he would do under certain circumstances, and, in contrast, 
what Jesus would have done under the same circumstances. Work hard over 
this and make your situations appropriate to the historical background. You 
will thereby add to the children's knowledge of oriental Hfe as well as lead 
them to think upon ethical questions. 

Suggest the difliculty of knowing what it is right to do at all times, and the 



78 



CHILD RELIGION IN SONG AND STORY 



advantage of having a rule upon which we can rely. If Jacob had lived bv 

Jesus' rule, would he have been a better man ? Perhaps he did not know of it ? 

Now let the children fill out the Golden Rule upon the new page of the 

notebooks, following each initial letter with the remaining letters of the word. 



Song- 
Can a little child like me, 
Thank the Father fittingly ? 
Yes, oh yes ! be good and true, 
Patient, kind in all you do; 
Love the Lord, and do your part; 
Learn to say with all your heart 



(For music see p. 208.^ 

For the fruit upon the tree. 
For the birds that sing of thee, 
For the earth in beauty drest, 
Father, mother, and the rest; 
For thy precious, loving care. 
For thy bounty everywhere, 



Chorus: 



Father, we thank thee ! 
Father, we thank thee ! 
Father, in heaven, we thank thee! 



For the sunshine warm and bright, 
For the day and for the night; 
For the lessons of our youth, 
Honor, gratitude and truth; 
For the love that met us here, 
For the home and for the cheer, 
Chorus 



For our comrades and our plays. 
And our happy holidays; 
For the joyful work and true 
That a little child may do ; 
For our lives but just begun; 
For the great gift of thy son. 
Chorus 



Birthday Offering and Welcome to New Pupils — 



Song— "Jewels.'' 
Closing Sentence — 
All: (Seep. 8.) 



(For words and music see p. 202.) 



LESSON XV 

H jfaitbtul Xittle Sister 

AIM OF THE LESSON 

The aim of this lesson is to bring before the children an ideal of sisterly 
affection and forethought. 

PREPARATION OF THE LESSON 

Read the opening chapters of Exodus, and raise with yourself questions as 
to the home life of the Hebrews in Egypt. Learn all that you can about the 
times of this Pharaoh, and the causes of his desire to oppress and to diminish 
the number of the Hebrews. Remember that the Hebrews were a shepherd 
people when they came into Egypt, and consider the change in the manner 
of life of many of them which must now conform to the tradesman's work of 
building. Study the causes of their discontent. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " When morning gilds the skies" (For words and music see p. 226 ) 

Informal Conversation — 

Leader and Children: Let this conversation center about the homes, first 
local in character, and then going back to Jesus and his home, and to Jacob 
and his home. 

bong (For music see p. 226.) 

Brooks down the mountain side So are our human lives: 

Rush with a song, , Starting like rills ! 

Seeking the rivers wide Swiftly the current strives 

Where they belong; Down from the hills. 

Flowing increasingly, Wider each hour to be, 

Growing unceasingly, Fuller each power to be, 

Down to the mighty sea — Till God's eternity 

Splendid and strong! Life's course fulfils. 

79 



8o 



CHILD RELIGION IN SONG AND STORY 



Prayer — 

Leader and Children (line by line) : 



Song- 



Dear Father, I come with the morning light 
To ask thy hand to guide me aright; 
Keep me from sinning, and show to me, 
How a little child may be helpful to thee. 



Can a little child like me, 
Thank the Father fittingly ? 
Yes, oh yes! be good and true, 
Patient, kind in all you do; 
Love the Lord, and do your part; 
Learn to say with all your heart: 

Chorus: 

Father, we thank thee ! 

Father, we thank thee ! 

Father, in heaven, we thank thee ! 



(For music see p. 208.) 

For the fruit upon the tree. 
For the birds that sing of thee, 
For the earth in beauty drest. 
Father, mother, and the rest; 
For thy precious, loving care. 
For thy bounty ev'rywhere, 



For the sunshine warm and bright, 
For the day and for the night; 
For the lessons of our youth, 
Honor, gratitude and truth; 
For the love that met us here. 
For the home and for the cheer, 
(Chorus) 



For our comrades and our plays. 
And our happy holidays ; 
For the joyful work and true 
That a little child may do; 
For our lives but just begun; 
For the great gift of thy Son, 
(Chorus) 



Text Exercise — For texts appropriate to this series see p. 73, 



Song-Text — 



(For music see p. 227.) 



Whatsoever ye would that men should do unto you, 
Do ye even so unto them. 

March-Song and Offering — "We come to thee, our Father,^* (For words and 

music see p. 218.) 

Lesson-Story — 

Leader: In telling this story, Exod. 1:8 — 2:10, omit details unsuitable for 
the children, and lay the emphasis not so much upon the burdens and perse- 
cutions of the Hebrews as upon the saving of the baby. In order to effect 
this purpose better, let the home life of the mother and her Httle girl be pic- 
tured, the joy of the little sister at the coming of the baby brother into the 



A FAITHFUL LITTLE SISTER 8l 

home, the terrible sorrow and anxiety caused by Pharaoh's decree, the constant 
watchfulness of the mother, aided by the Httle sister, and finally the experi- 
ment of the ark in the bulrushes, and the very important service rendered by 
the Httle girl. 

bong — (For words and music see p. 201.) 

Suggest the appropriateness of singing here a song about a baby. See if 
the children can recall one which they have already sung — ^' As Joseph was 
a- walking." Note the difference in the circumstances, but call attention to 
the fact that both of these babies grew to be great men, who did much to 
teach the world about God. 
Group-Work — 

Group- Teachers and Children: Let the children discuss the story, and give 
their opinion of the httle sister. Tell them very briefly but vividly how great a 
man Moses became, and what he did for his people. Do not make this state- 
ment vague and general, but a clear and interesting story of his dehverance 
of the people, and his re-estabhshing the worship of God, the God whom we 
worship, and of whom we might not have known except for the work of Moses. 

Then discuss the questions : '' Who took care of the baby ? The sister ? 
The mother ? The princess ? God ? Why ? What might have happened to 
the world if the Httle sister had been careless?" Give out the new picture 
for the notebooks, and let the picture suggested by the figures be filled out in 
color, putting in the river, the rushes on the bank, and whatever else suggests 
itseh. 

Song — '^ But the Lord is mindful 0} his OWn.^^ (For words and music see p. 200.) 

Birthday Offering and Welcome to New Pupils — 

Song — '^From the bright blue heavens y with the angels miW^ (For words and 

music see p. 204.) 
Closing Sentence — 

All: (See p. 8.) 



LESSON XVI 

XTbe (Turing ot a Selfisb Mo^ 

AIM OF THE LESSON 

The purpose of this lesson is simply to picture the ugliness of selfishness, 
and the necessity for its cure, if a boy is to be a comfortable member of society. 

PREPARATION OF THE LESSON 

Study the story carefully, so that you can tell it in a vivid and interesting 
manner without reference to the book. Make careful preparation also for 
the conversation preceding the story. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " When morning gilds the skies.^* (For words and music see p. 226.) 

Informal Conversation — 

Leader and Children: Call out from the children illustrations of the imsel- 
fishness found in nature — the mother bird, the flower that blooms and dies, 
the grain that lives only to give its increase and die, etc. 

Song — (For music see p. 190.) 

Father, dear, I fain would thank thee All that I today am doing, 

For my long, refreshing sleep, Help me, Lord, to do for thee, 

And the watch that thou did'st keep, May I kind and helpful be, 

While I slumbered soft and deep, Only good in others see, 

O'er thy child so lovingly, Try to serve thee faithfully, 
So lovingly. Serve thee faithfully. 

Prayer — 

Dear Father, I come with the morning light, 
To ask thy hand to guide me aright; 
Keep me from sinning, and show to me 
How a little child may be helpful to thee. 



THE CURING OF A SELFISH BOY 83 

Psalm 24 — Part 2 — 

Lift up your heads, O ye gates; 

And be lifted up, ye everlasting doors, 
And the King of glory will come in. 

Who is the King of glory ? 
Jehovah, strong and mighty, 

Jehovah, mighty in battle. 
Lift up your heads, O ye gates; 

Yea, lift them up, ye everlasting doors: 
And the King of glory will come in. 

\Vho is the King of glory ? 
Jehovah of hosts. 

He is the King of glory. 

Text Exercise — For texts appropriate to this series see p. 73. 

Song-Text — (For music see p. 227.) 

Whatsoever ye would that men should do unto you 
Do ye even so unto them. 

March-Song and Offering — " We come to thee^ our FatherJ^ (For words and 

music see p. 218. 

Lesson-Story^ — 

Leader: The story assigned to this lesson carries a strong ethical purpose 
skilfully presented, and although it may be termed a fairy story, it is ad- 
mirably suited to impress the lesson of unselfishness upon the mind of a 
Httle child. 

PRINCE HARWEDA AND THE MAGIC PRISON 

By Elizabeth Harrison 

Little Harweda was born a prince. His father was king over all the land, and his 
mother was the most beautiful queen the world had ever seen, and Prince Harweda was 
their only child. From the day of his birth everything that love or money could do for him 
had been done. The very wind of heaven was made to fan over an aeolian harp that it might 

I In the case of a few of these lessons it has seemed wise to present other than biblical 
stories. We should not lead the children to feel that religion is only in the Bible. It should be 
brought to their attention through nature and through outside literature as well. Literature is 
a record of life, and there is much literature outside of the Bible which teaches profound reli- 
gious truth. The wealth of story material in the Bible, however, is so great, and if not intro- 
duced in the period of childhood is so likely to be ignored, that but three lessons in the series 
are presented through outside stories. For even these the leader will, of course, feel at liberty 
to substitute Bible stories, if he prefers them. 



84 CHILD RELIGION IN SONG AND STORY 

enter his room, not as a strong fresh breeze, but as a breath of music. Reflectors were 
so arranged in the windows that twice as much moonhght fell on his crib as on that of 
any ordinary child. The pillow on which his head rested was made out of the down from 
humming-birds' breasts, and the water in which his face and hands were washed was 
always steeped in rose leaves before being brought to the nursery. Everything that could 
be done was done, and nothing which could add to his ease or comfort was left undone. 

But his parents, although they were king and queen, were not very wise, for they never 
thought of making the young prince think of anybody but himself, and he had never 
in all his life given up any one of his comforts that somebody else might have a pleasure. 
So, of course, he grew to be selfish and peevish, and by the time he was five years old 
he was so disagreeable that nobody loved him. "Dear, dear! what thall we do?" said 
the poor queen mother, and the king only sighed and answered: "Ah, what indeed!" 
They were both very much grieved at heart, for they well knew that little Harweda, although 
he was a prince, would never grow up to be a really great king unless he could make his 
people love him. 

At last they decided to send for his fairy godmother and see if she could suggest any- 
thing which would cure Prince Harweda of always thinking about himself. "Well, well, 
well!" exclaimed the godmother when they had laid the case before her. "This is a 
pretty state of affairs! and I his godmother too! Why wasn't I called in sooner?" She 
then told them that she would have to think a day and a night and a day again before she 
could offer them any assistance. "But," added she, "if I take the child in charge, you 
must promise not to interfere for a whole year." The king and queen gladly promised 
that they would not speak to or even see their son for the required time, if the fairy god- 
mother would only cure him of his selfishness. "We'll see about that," said the god- 
mother. "Humph, expecting to be a king some day and not caring for anybody but 
himself — a fine king he'll make !" With that off she flew, and the king and queen saw 
nothing more of her for a day and a night and another day. Then back she came in 
a great hurry. "Give me the prince," said she; "I have his house all ready for him. One 
month from today I'll bring him back to you. Perhaps he'll be cured and perhaps he 
won't. If he is not cured, then we shall try two months next time. We'll see, we'll see." 
Without any more ado she picked up the astonished young prince and flew away with him 
as lightly as if he were nothing but a feather or a straw. In vain the poor queen wept 
and begged for a last kiss. Before she had wiped her eyes, the fairy godmother and Prince 
Harweda were out of sight. 

They flew a long distance until they reached a great forest. When they had come 
to the middle of it, down flew the fairy, and in a minute more the young prince was stand- 
ing on the green grass beside a beautiful pink marble palace that looked something like 
a good-sized summer house. 

"This is your home," said the godmother. "In it you will find everything you need, 
and you can do just as you choose with your time." Little Harweda was delighted at 
this, for there was nothing in the world he liked better than to do as he pleased; so he 
tossed his cap up into the air and ran into the lovely little house without so much as say- 
ing "Thank you" to his godmother. "Humph," said she as he disappeared; "you'll 
have enough of it before you are through with it, my fine prince." With that off she flew. 

Prince Harweda had no sooner set his foot inside the small rose-colored palace than the 



THE CURING OF A SELFISH BOY 85 

iron door shut with a bang and locked itself. For you must know by this time that it 
was an enchanted house, as, of course, all houses are that are built by fairies. 

Prince Harweda did not mind being locked in, as he cared very httle for the great, 
beautiful outside world, and the new home which was to be all his own was very fine, and 
he was eager and impatient to examine it. Then, too, he thought that when he was tired 
of it, all he would have to do would be to kick on the door and a servant from somewhere 
would come and open it — he had always had a servant ready to obey his slightest command. 

His fairy godmother had told him that it was his house; therefore he was interested 
in looking at everything in it. 

The floor was made of a beautiful red copper that shone in the sunlight Hke burnished 
gold and seemed almost a dark red in the shadow. He had never seen anything half 
so fine before. The ceiling was of mother-of-pearl and showed a constant changing of 
tints of red and blue and yellow and green, all blending into the gleaming white, as only 
mother-of-pearl can. From the middle of this handsome ceiling hung a large gilded 
bird-cage containing a beautiful bird, which just at this moment was singing a glad song 
of welcome to the prince. Harweda, however, cared very little about birds, so he took 
no notice of the songster. 

Around on every side were costly divans with richly embroidered coverings on which 
were many sizes of soft down pillows. "Ah," thought the Prince, "here I can lounge 
at my ease with no one to call me to stupid lessons!" Wonderfully carved jars and 
vases of wrought gold and silver stood about on the flo r, and each was filled with a 
different kind of perfume. "This is dehcious," said Prince Harweda. "Now I can have 
all the sweet odors I want without the trouble of going out into the garden for roses or lilies." 

In the center of the room was a fountain of sparkling water which leaped up and fell 
back into its marble basin with a kind of rhythmical sound that made a faint, dreamy 
music, very pleasant to listen to. 

On a table near at hand were various baskets of the most tempting pears and grapes 
and peaches, and near them were dishes of all kinds of sweetmeats. "Good," said the 
greedy young prince; "that is what I like best of all;" and therewith he fell to eating the 
fruit and sweetmeats as fast as he could cram them into his mouth. He ate so much he 
had a pain in his stomach; but, strange to say, the table was just f s full as when he began; for 
no sooner did he reach his hand out and take a soft mellow pear or a rich juicy peach than 
another pear or peach took its place in the basket. The same thing occurred when he helped 
himself to chocolate drops or marsh -mallows or any of the other confectionery upon the table. 
For, of course, if the little palace was enchanted, everything in it was enchanted also. 

When Prince Harweda had eaten until he could eat no more, he threw himself down 
upon one of the couches, and an invisible hand gently stroked his hair until he fell asleep. 
WTien he awoke he noticed for the first time the walls, which, by the way, were really the 
strangest part of his new home. They had in them twelve long, checkered windows which 
reached from the ceiling to the floor. The spaces between the windows were filled in 
with mirrors exactly the same size as the windows, so that the whole room was walled in 
with windows and looking-glasses. Through the three windows that looked to the north 
could be seen the far-distant ^Mountains Beautiful, as they were called, towering high above 
the surrounding country; sometimes their snow-covered tops were pink or creamy yellow 
as they caught the rays of the sunrise; sometimes they were dark purple or blue as they 



86 CHILD RELIGION IN SONG AND STORY 

reflected the storm cloud. From the three windows that faced the south could be seen 
the great ocean, tossing and moving, constantly catching a thousand gleams of silver from 
the moonlight. Again and again each little wave would be capped with white from its 
romp with the wind. Yet as the huge mountains seemed to reach higher than man could 
climb, so the vast ocean seemed to stretch out farther than any ship could possibly carry 
him. The eastern windows gave each morning a glorious vision of sky as the darkness 
of the night slowly melted into the still gray dawn, and that changed into a golden glow, 
and that in turn became a tender pink. It was really the most beautiful as well as the 
most mysterious sight on earth, if one watched it closely. The windows on the west looked 
out upon a great forest of tall fir trees, and at the time of sunset the glorious colors of the 
sunset sky could be seen between the dark -green branches. 

But little Prince Harweda cared for none of these beautiful views. In fact, he scarcely 
glanced out of the windows at all, he was so taken up with the broad handsome mirrors; 
for in each of them he could see himself reflected, and he was very fond of looking at him- 
self in a looking-glass. He was much pleased when he noticed that the mirrors were 
so arranged that each one not only reflected his whole body, head, arms, feet, and all, 
but that it also reflected his image as seen in several of the other mirrors. He could thus 
see his front and back and each side, all at the same time. As he was a handsome boy, 
he enjoyed these many views of himself immensely, and would stand and sit and lie down 
just for the fun of seeing the many images of himself do the same thing. 

He spent so much time looking at and admiring himself in the wonderful looking- 
glasses that he had very little time for the books and games which had been provided 
for his amusement. Hours were spent each day first before one mirror and then another, 
and he did not notice that the windows were growing narrower and the mirrors wider until 
the former had become so small that they hardly admitted light enough for him to see him- 
self in the looking-glass. Still, this did not alarm him very much, as he cared nothing 
whatever for the outside world. It only made him spend more time before the mirror, 
as it was now getting quite diflicult for him to see himself at all. The windows at last 
became mere slits in the wall, and the mirrors grew so large that they not only reflected 
little Harweda, but all of the room besides, in a dim, indistinct kind of a way. 

Finally, however. Prince Harweda awoke one morning and found himself in total 
darkness. Not a ray of light came from the outside, and, of course, not an object in the 
room could be seen. He rubbed his eyes and sat up to make sure that he was not dream- 
ing. Then he called loudly for someone to come and open a window for him, but no 
one came. He got up and groped his way to the iron door and tried to open it, but it 
was, as you know, locked. He kicked it and beat upon it, but he only bruised his fists 
and hurt his toes. He grew quite angry now. How dare anyone shut him, a prince, 
up in a dark prison like this ! He abused his fairy godmother, calling her all sorts of horrid 
names. Then he upbraided his father and mother, the king and queen, for letting him 
go away with such a godmother. In fact, he blamed everybody and everything but him- 
self for his present condition; but it was of no use. The sound of his own voice was his 
only answer. The whole of the outside world seemed to have forgotten him. 

As he felt his way back to his couch, he knocked over one of the golden jars which 
had held the liquid perfume; but the perfume was all gone now, and only an empty jar 
rolled over the floor. He laid himself down on the divan; but its soft pillows had been 



THE CURING OF A SELFISH BOY 87 

removed, and a hard iron frame -work received him. He was dismayed and lay for a 
long time thinking of what he had best do with himself. All before him was blank dark- 
ness, as black as the darkest night you ever saw. He reached out his hand to get some 
fruit to eat, but only one or two withered apples remained on the table — was he to starve 
to death ? Suddenly he noticed that the tinkhng music of the fountain had ceased. He 
hastily groped his way over to it, and he found that in place of the dancing, running 
stream stood a silent pool of water. A hush had fallen upon everything about him, a dead 
silence was in the room. He threw himself down upon the floor and wished that he were 
dead also. He lay there for a long, long time. 

At last he heard, or thought he heard, a faint sound. He listened eagerly. It seemed 
to be some tiny creature not far from him, trying to move about. For the first time for 
nearly a month he remembered the bird in its gilded cage. "Poor Httle thing," he cried 
as he sprang up. "You too are shut within this terrible prison. This thick darkness 
must be as hard for you to bear as it is for me." He went toward the cage, and as he 
approached it the bird gave a sad little chirp. 

"That's better than nothing," said the boy. "You must need some water to drink, 
poor thing," continued he as he filled its drinking cup. "This is all I have to give you." 

Just then he heard a harsh, grating sound, as of rusty bolts sliding with difficulty out 
of their sockets, and then faint rays of light not wider than a hair began to shine between 
the heavy plate mirrors. Prince Harewda was filled with joy. "Perhaps, perhaps," 
said he softly, "I may yet see the light again. Ah, how beautiful the outside world would 
look to me now !" 

The next day he was so hungry that he began to eat one of the old withered apples, 
and as he bit it he thought of the bird, his fellow-prisoner. "You must be hungry, too, 
poor little thing," said he as he divided his miserable food and put part of it into the bird's 
cage. Again came the harsh, grating sound, and the boy noticed that the cracks of light 
were growing larger. Still they were only cracks; nothing of the outside world could be 
seen. Still it was a comfort not to have to grope about in total darkness. Prince Har- 
weda felt quite sure that the cracks of light were a little wider, and on going up to one and 
putting his eye close to it as he would to a pinhole in a paper, he was rejoiced to find 
that he could tell the greenness of the grass from the blue of the sky. "Ah my pretty 
bird, my pretty bird!" he cried joyfully. "I have had a ghmpse of the great beautiful 
outside world, and you shall have it too." 

With these words he climbed up into a chair and, loosening the cage from the golden 
chain by which it hung, he carried it carefully to the nearest crack of light and placed 
it close to the narrow opening. Again was heard the harsh, grating sound, and the walls 
moved a bit and the windows were now at least an inch wide. At this the poor Prince 
clasped his hands with delight. He sat himself down near the bird-cage and gazed out of 
the narrow opening. Never before had the trees looked so tall and stately, or the white 
clouds floating through the sky so lovely. The next day, as he was carefully cleaning 
the bird's cage so that the little creature might be somewhat more comfortable, the walls 
again creaked and groaned, and the mirrors grew narrower by just so many inches as 
the windows widened. But Prince Harweda saw only the flood of sunshine that poured 
in, and the added beauty of the larger landscape. He cared nothing whatever now for 
the stupid mirrors which could only reflect what was placed before them. Each day 



88 CHILD RELIGION IN SONG AND STORY 

he found something new and beautiful in the view from the narrow windows. Now it 
was a squirrel frisking about and running up some tall tree trunk so rapidly that Prince 
Harweda could not follow it with his eyes; again it was a mother-bird feeding her young. 
By this time the windows were a foot wide or more. One day, as two white doves sud- 
denly soared aloft in the blue sky, the poor little canary, who had now become the tenderly 
cared for comrade of the young prince, gave a pitiful Httle trill. "Dear Httle fellow," 
cried Prince Harweda; "do you also long for your freedom? You shall at least be as 
free as I am." So saying, he opened the cage door, and the bird flew out. 

The prince laughed as he watched it flutter about from chair to table and back to 
chair again. He was so much occupied with the bird that he did not notice that the walls 
had again shaken, and the windows were now their full size, until the added light caused 
him to look around. He turned and saw the room looking almost exactly as it did the day 
he entered it with so much pride because it was all his own. Now it seemed close and 
stuffy, and he would gladly have exchanged it for the humblest home in his father's king- 
dom where he could meet people and hear them talk and see them smile at each other, 
even if they should take no notice of him. One day soon after this the little bird fluttered 
up against the window pane and beat his wings against it in a vain effort to get out. A 
new idea seized the young prince, and, taking up one of the golden jars, he went to the 
window and struck on one of its checkered panes of glass with all his force. "You shall 
be free, even if I cannot," said he to the bird. Two or three strong blows shivered the 
small pane, and the bird swept out into the free open air beyond. "Ah, my pretty one, 
how glad I am that you are free at last," exclaimed the prince as he stood watching the 
flight of his fellow-prisoner. His face was bright with the glad, unselfish joy over the 
bird's liberty. The small, pink marble palace shook from top to bottom, the iron door 
flew open, and the fresh wind from the sea rushed in and seemed to catch the boy in its 
invisible arms. Prince Harweda could hardly believe his eyes as he sprang to the door. 
There stood his fairy godmother, smiling and with her hand reached out toward him. 
"Come my godchild," said she gently; "we shall now go back to your father and mother, 
the king and queen, and they wUl rejoice with us that you have been cured of your terrible 
disease of selfishness." 

Great indeed was the rejoicing in the palace when Prince Harweda was returned to 
them a sweet, loving boy, kind and thoughtful to all about him. Many a struggle he had 
with himself and many a conquest over the old habit of selfishness, but as time passed by 
he grew to be a great and wise king, loving and tenderly caring for all his people and 
loved by them in return. 

Song — (For music see p. 226.) 

Brooks down the mountain side So are our human lives. 

Rush with a song. Starting like rills ! 

Seeking the rivers wide Swiftly the current strives 

Where they belong; Down from the hills. 

Flowing increasingly. Wider each hour to be, 

Growing unceasingly. Fuller each power to be 

Down to the mighty sea — Till God's eternity 

Splendid and strong! Life's course fulfils. 



THE CURING OF A SELFISH BOY 89 

Group Work — 

Leader and Children: Let the children try to reproduce the story with 
as little help as possible from you. Raise the question, "Are there selfish 
children now ? Give one minute of silence, that each child may think in what 
he himseh is selfish. There are no fairy godmothers now. What is the 
remedy for selfishness?" Let the children look back over their notebooks 
and see if anything suggests itself. They will probably note the Golden Rule. 

Suggest another verse that would help, and which they may write in their 
books: "Little children love one another, for love is of God." Was it when 
the Httle prince began to love his bird that he was kind and unselfish to him ? 

Song — '^Father, lead me day by day^ (For words and music see p. 223.) 

Birthday Offering and Welcome to New Pupils — 

Song — ^^ Praise ye the Father , his love is everlasting^*^ (For words and musk 

see p. 193.) 

Closing Sentence — 

All: (Seep. 8.) 



SERIES V 
THE CHILD IN RELATION TO HIS FRIENDS 

The purpose of the lessons in this series is to lead the children out from the 
home into the larger world immediately about them, and to a recognition of 
the friendly relationship of their surroundings in nature and human life. 
This will lead the child to respond with an attitude of affection and tenderness 
toward friends in the animate world, and to be in harmonious touch with his 
environment, outside the immediate home circle. The climax of this series 
is the introduction of Jesus to the child's circle of friends, thus bringing him 
at once into a relation of intimacy. 



LESSON XVII 

Qnt jf rienbs In IRature 

AIM OF THE LESSON 

The aim of this lesson is to lead the child to feel that nature is full of the 
friendly spirit toward him, daily ministering to his comfort and happiness, 
and thus to engender" in him a friendly spirit toward animate and inanimate 
nature. 

PREPARATION OF THE LESSON 

Make a careful study of the life of the shepherd who pastures his flocks 
wherever he can find the proper food and fresh streams. Much of this can be 
imagined. Study the story of David and Gohath found in I Sam. 17:1-54. 
The story in this lesson is so perfectly told in the Bible, that it will be well to 
prepare to read it, in part at least, omitting small sections of detail only when 
desirable to shorten it, and expanding only when necessary to give further 
explanation which will lead the children to picture the scene more vividly 

90 



OUR FRIENDS IN NATURE 91 

Study to bring special emphasis upon the rejection of the untried armor of 
Saul and enlarge upon the use of the trusted friends, the sHng and stone, 
which had probably many times already saved David's life, by killing wild 
beasts and by procuring him food. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 
Song — "■ Holy, holy, holy! Lord God Almighty J^ (For words and music see p. 191.) 
Informal Conversation — 

Leader and Children: Let several children name a favorite tree, not a 
species of tree, but an individual tree. Let them tell why it is a favorite tree. 
It will probably develop that the tree is a favorite because it furnishes shade 
for play, branches for a tree house, or in some way ministers to the child's 
happiness. Develop the idea of the tree as a friend. Take one or two 
instances in the animal world, in which things not human hold a relation 
with the child which is "friendly," that is, which adds to his happiness, and 
the absence of which he would feel. Animal pets may be chosen, but it is 
better to leave these to the group- work, and use this opportunity to call atten- 
tion to some of the more general and unrecognized friends in nature. The bee 
carrying the pollen from flower to flower without which there would be no 
blossom, is a good example. 

Song — (For music see p. 208.) 

Can a little child like me, For the fruit upon the tree, 

Thank the Father fittingly ? For the birds that sing of thee, 

Yes, oh yes ! be good and true, For the earth in beauty drest, 

Patient, kind in all you do; Father, mother, and the rest; 

Love the Lord, and do your part; For thy precious, loving care, 

Learn to say with all your heart: For thy bounty ev'rywhere, 

Chorus: 

Father, we thank thee ! 
Father, we thank thee ! 
Father, in heaven, we thank theel 



93 CHILD RELIGION IN SONG AND STORY 

For the sunshine warm and bright, For our comrades and our plays, 

For the day and for the night; And our happy hoHdays; 

For the lessons of our youth, For the joyful work and true 

Honor, gratitude, and truth; That a little child may do; 

For the love that met us here, For our lives but just begun; 

For the home and for the cheer. For the great gift of thy Son, 
Chorus Chorus 

Prayer — 

All: (Sing the first two phrases and repeat the rest.) 

Our Father who art in heaven; 

Hallowed be thy name : 
Thy Kingdom come, 
Thy will be done. 
On earth as it is in Heaven. 
Give us this day our daily bread; 
And forgive us our debts 
As we forgive our debtors. 
Lead us not into temptation 
But deliver us from evil. 
For thine is the kingdom. 
The power and the glory, 
For ever and ever, Amen. 

Psalm 24 — Part 2 — 

All: 

Lift up your heads, O ye gates; 

And be ye lifted up, ye everlasting doors: 
And the King of glory will come in. 

Who is the King of glory ? 
Jehovah, strong and mighty, 

Jehovah, mighty in battle. 
Lift up your heads, O ye gates; 

Yea, lift them up, ye everlasting doors: 
And the King of glory will come in. 

Who is this King of glory ? 
Jehovah of hosts. 

He is the king of Glory. 

Text Exercise — Texts appropriate to this series: 

Ps. 23: 1 — "Jehovah is my shepherd, I shall not want." 

John 10: 14 — "I am the good shepherd, I know mine own, and mine own know me. 
Matt. 5:6— "Blessed are they which hunger and thirst after righteousness: for they 
shall be filled." 



OUR FRIENDS IN NATURE 93 

Prov. 18:24 — "There is a friend that sticketh closer than a brother.** 
John 14:15 — "If ye love me, ye will keep my commandments." 
John 14:23 — "If a man love me, he will keep my word." 

John 15:14 — "Ye are my friends, if ye do the things which I command you." 
Luke 18:16 — "Suffer the Httle children to come unto me, and forbid them not, for 
of such is the kingdom of God." 

March-Song and Offering — " We come to thee, our Father,^^ (For words and 

music see p. 218.) 

Lesson-Story — 

Leader: " I am going to tell you a story of a very happy boy who had many 
friends and loved them all, and they did him many a good turn. The boy 
was the youngest of eight sons. He lived in the Bible country, and while his 
older brothers went to battle and fought for their country, this youth stayed 
at home and took care of the sheep, because someone must stay; and the 
brothers all said that David was too young to fight, although he was a tall, 
strong lad. 

"So all day and all night he stayed out in the country, sometimes a long 
way from home, following his sheep about, protecting them from their enemies, 
the wdld animals, and guiding them to places where there was good pasture 
and plenty of water to drink. This was not always an easy task. One day 
a great Hon came and would have carried away one of the lambs for his dinner, 
but David killed him. Another day he had to kill a bear, with only his staff 
and his sling for weapons. 

"He was all alone, day after day, with no human being to talk to. Let 
me see if you can think of some things which he could talk to. The sheep ? 
Yes, he knew each by his name, and they all knew his voice. 

" Can you think of some other friends who helped to make him happy in 
the lonesome country? How about the times when the sun was very hot ?" 
(Trees for shade.) "When he was thirsty?" (The cool brook.) "When 
he was hungry?" (The berries, roots, and nuts which were so good to eat.) 
"Then there were the birds with their songs. David loved music, and could 
make beautiful music himself upon his harp. That was a great friend, too 



94 CHILD RELIGION IN SONG AND STORY 

in the cool evenings when he was resting. Perhaps sometimes he would 
lie on his back at night, with his strong staff beside him, and his sHng ready 
for use if he should hear any prowHng beast, and try to count the stars as they 
went by. 

" There is a little song about the stars which we have never sung. Let us 
sing it." 

Song — (For music see p. 228.) 

Can you count the stars, that brightly 

Twinkle in the midnight sky ? 
Can you count the clouds, so lightly 

O'er the meadows floating by ? 
God, the Lord, doth mark their number, 
With his eyes that never slumber 

He hath made them, ev'ry one. 

" Probably David thought just what those last lines say. God, who made 
all those stars, never sleeps. And so he would go quietly to sleep thinking 
that God was watching over him. 

*' But I want to tell you what happened to our boy one day and how one 
of his trusty friends stood by him." 

Tell here in simple form, chiefly reading from the Bible itself, the story 
of David and Gohath, emphasizing the fact that it was his old friend, the 
sling, that stood by him when he felt God telling him not to fear to kiU the 
giant. 

" Shall we sing a song of a shepherd ?" 

Song — (For music see p. 230.) 

The King of love my Shepherd is, Perverse and fooHsh, oft I stray'd, 
Whose goodness faileth never; But yet in love he sought me, 

I nothing lack if I am his, And on his shoulder gently laid. 
And he is mine for ever. And home, rejoicing, brought me. 

And so, through all the length of days, 

Thy goodness faileth never; 
Good Shepherd, may I sing thy praise 

Within thy house for ever. 



OUR FRIENDS IN NATURE 95 

Group-work — 

Group-Teachers and Children: Let the children recall, and dictate to you 
the names of all the friends of David which nature furnished. While the 
cHmax of the story was the faithful sHng, the attention should now be drawn 
more fully to the many friends which daily ministered to David. 

After a carefully guided talk about these things, give out the new leaves 
which are blank except for the square. Let the children draw or describe 
as each prefers, the friend which he loves best in nature. If time permits, 
they may draw some of David's ''friends" in the border. 

Song — ^^But the Lord is mindful 0} his OWn.^^ (For words and music see p. 200.) 

Birthday Offering and Welcome to New Pupils — 

Song — ''Jewels.'' (For words and music see p. 202.) 

Closing Sentence — 
All: (See p. 8.) 



LESSON XVIII 

Davib'5 jfrtenb: Jonatban 

AIM OF THE LESSON 

The aim of this lesson is to pass from the friends in the realm of nature to 
the relationship ordinarily known as friendship between persons who are con- 
genial, and who are drawn together by common consent. 

PREPARATION OF THE LESSON 

Study carefully the relation of David, Saul, and Jonathan, as given in I 
Samuel, chaps. 18-20. Look up this material also in the dictionaries and 
commentaries. Read if possible the history of the period in Wade's Old 
Testament History, or in some other modem Old Testament history. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2.) 
Song — ^^We praise thee, Lord, with earliest morning rayj*^ (For words and music 

see p. 207.) 

Informal Conversation — 

Leader and Children: (If possible have a canary bird in a cage in the room.) 
"I have brought a friend to see you today. TeU me something about your 
friends, those who cannot talk as we talk, but whom we love." Give oppor- 
tunity for several to speak. "Do you remember our shepherd boy? Tell 
me about some of his friends. Think one moment of the country, the loneli- 
ness, all that he did, and then name as many of them as you can. " 

Give time for several responses, and complete the picture yourself. " Do 
the sheep love the shepherd? Why? We have a shepherd. Let us sing 
about our shepherd." 

96 



DAVID'S FRIEND: JONATHAN 97 

Song — (For music see p. 230.) 

The King of love my Shepherd is, Perverse and foolish, oft I stray'd, 

Whose goodness faileth never; But yet in love he sought me, 

I nothing lack if I am his, And on his shoulder gently laid, 

And he is mine for ever. And home, rejoicing, brought me. 

And so, through all the length of days, 

Thy goodness faileth never; 
Good Shepherd, may I sing thy praise 

Within thy house for ever. 
Prayer — 

Leader and Children: (Repeat, line by line, as a prayer, and then sing.) 

Loving Jesus, meek and mild, (For music see p. 225.) 

Look upon a little child, 
Make me gentle as thou art, 
Come and live within my heart. 
Take my childish hand in thine. 
Guide these little feet of mine; 
So shall all my happy days, 
Sing their pleasant song of praise. 
Psalm 24 — Part 2 — 

" There is a special reason why we are glad to say our psalm today. Many 

people think that David, about whom we are to have another story today, 

wrote this psalm, not when he was a shepherd boy, but long afterward, when 

he was a great king. 

Lift up your heads, O ye gates; 

And be lifted up, ye everlasting doors: 
And the King of glory will come in. 

Who is the King of glory ? 
Jehovah, strong and mighty, 

Jehovah, mighty in battle. 
Lift up your heads, O ye gates; 

Yea, lift them up, ye everlasting doors: 
And the King of glory will come in ? 

Who is this King of glory ? 
Jehovah of hosts, 

He is the King of glory. 

Text Exercise — For texts appropriate to this series see p. 92. 

March-Song and Offering — " We come to thee, our Father,''^ (For words and 

music see p. 218.) 



98 CHILD RELIGION IN SONG AND STORY 

Lesson-Story — 

Leader: "We have been talking about friends who are not people, but 
animals or things. But there are other friends, people whom we love. How 
many of you have a very special friend ? Do not tell me who it is, but just 
think to yourself — another boy or girl, or even a grown person who is not 
related to you, but who is your friend and whom you love. Today I am going 
to tell you a story of David's special friend, Jonathan. Jonathan was a king's 
son, the son of the first king of the Bible people, Saul. He was a fine, hand- 
some young man. David was older now and a warrior. The king had been 
so pleased with his victory over the great champion of the Phihstines, that he 
had kept him in mind and had at last called him to be at his court all the 
time, and had made him the head of his armies. David won many victories, 
and Israel was fast conquering her enemies. Even the women used to sing in 
the streets: "Saul has slain his thousands, but David his ten thousands." 
This did not please Saul. He really came to hate David, and to wish that he 
were dead. He sent David on the most dangerous errands of war that he 
could think of, hoping that he would be killed, but David was a brave and 
shrewd soldier, and he always came back safely, and people admired him 
more and more. 

"Jonathan, the young prince, was a brave warrior too, and he loved David 
with all his heart. They were the greatest possible friends." Continue 
with the story of the saving of David's life by Jonathan, selecting the material 
from I Sam. 19:1-7, 8-10, 18, and chap. 20. 

The following outline may be helpful : David's appeal to Saul; his absence 
in war and his return to meet only worse anger from Saul; his flight; his 
attempt to return for the feast of the new moon, his conference with Jonathan, 
and their compact; Saul's anger at David for non-appearance at the feast, 
and at Jonathan for the friendly aid which he suspected ; the shooting of the 
arrows and the parting of the two friends. 

Raise the simple question: " Is it not a great thing to have or to be a faith- 
ful friend?" 



DAVID'S FRIEND: JONATHAN 99 

Song — (For music see p. 200.) 

But the Lord is mindful of his own, 

He remembers his children. 
But the Lord is mindful of his own: 
The Lord remembers his children, 
Remembers his children. 
Bow down before him, ye mighty, 

For the Lord is near us ! 
Bow down before him, ye mighty. 

For the Lord is near us ! 
Yea, the Lord is mindful of his own, 
He remembers his children. 

Group -Work — 

Group-Teachers and Children: This lesson affords an excellent oppor- 
tunity to impress upon the children the sacredness of a promise. Let them 
talk about the subject and imagine what would have happened if Jonathan 
had forgotten his promise, as boys and girls do sometimes, when they think 
it sufficient excuse to say "I forgot." 

Turn back over the notebooks with the children and let them tell you in 
which of the stories promises were involved. 

Give out the new page, and let the children read over with you the question 
and answer at the top of the page. Note especially that in a covenant- 
promise two people promise each other, or agree. 

Let the children now copy from your Bible the covenant of David and 
Jonathan, I Sam. 20:42, "Go in peace," etc. Make any necessary explana- 
tions of words. 

Song — "From the bright blue heavens, with the angels mild." (For words and 

music see p. 204.) 

Birthday Offering, and Welcome to New Pupils — 

Song — "Praise ye the Father, his love is everlasting.** (For words and music 

sec p. 193.) 
Closing Sentence — 

All: (See p. 8.) 



LESSON XIX 

TTbe Stranger ffrtenb 

AIM OF THE LESSON 

The aim of this lesson is to lead the child to feel the possibility of a larger 
friendhness, a relation that reaches to all who need help or sympathy, a friend- 
liness, which he may feel for others, and which he may expect from others. 

PREPARATION OF THE LESSON 

Study the story of the Good Samaritan from Luke, chapter lo. From 
the various Lives of Jesus get as much local coloring as possible. Study about 
the road to Jericho, the priest, the Levite, and their special reasons for neglect- 
ing the stranger. Study the relations between the inhabitants of Samaria 
and of Judea, and the special reason why Jesus took such a person as his type 
of the "neighbor." 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 
Song — ^^Holy^ holy, holy, Lord God Almighty! '' (For words and musk see 

p. 191, stanzas i and 3.) 

Informal Conversation — 

Leader and Children: Give one or two local incidents which will interest 
the children, and illustrate the two phases of friendship which we have already 
presented — that of the world of nature, and that of human friendship. Make 
them very brief. Raise the question, "Which gives most pleasure, to have a 
friend or to be a friend ? " Let the older children discuss it. 



Song — 

When morning gilds the skies, 
My heart awaking cries 

May Jesus Christ be praised ! 
Alike at work and pray'r 
To Jesus I repair; 

May Jesus Christ be praised! 



(For music see p. 

Whene'er the sweet church bell 
Peals over hill and dell 

May Jesus Christ be praised! 
O, hark to what it sings, 
As joyously it rings; 

May Jesus Christ be praised ! 



226.) 



THE STRANGER FRIEND loi 

Song-Text — (For music see p. 230.) 

He prayeth best who loveth best 

All things both great and small; 
For the dear God who loveth us, 

He made and loveth all. 

Prayer — 

All: (Repeat, but do not sing.) 

Father, dear, I fain would thank thee All that I today am doing, 

For my long, refreshing sleep, Help me, Lord, to do for thee, 

And the watch that thou did'st keep, May I kind and helpful be. 

While I slumbered soft and deep. Only good in others see, 

O'er thy child so lovingly, Try to serve thee faithfully, 
So lovingly. Serve thee faithfully. 

Song — (For music see p. 208.) 

Can a little child like me, For the fruit upon the tree. 

Thank the Father fittingly? For the birds that sing of thee. 

Yes, oh yes ! be good and true. For the earth in beauty drest. 

Patient, kind in all you do; Father, mother, and the rest; 

Love the Lord, and do your part; For thy precious, loving care. 

Learn to say with all your heart: For thy bounty ev'rywhere, 

Chorus: 

Father, we thank thee ! 

Father, we thank thee ! 

Father, in heaven, we thank thee ! 

For the sunshine warm and bright, For our comrades and our plays, 

For the day and for the night; And our happy holidays; 

For the lessons of our youth, For the joyful work and true 

Honor, gratitude, and truth; That a little child may do; 

For the love that met us here, For our hves but just begun; 

For the home and for the cheer. For the great gift of thy Son, 
Chorus Chorus 

Text Exercise — For texts appropriate to this series see p. 92. 

March-Song and Offering — " We come to thee^ our Father. ^^ (For words and 

music see p. 218.) 

Lesson-Story — 

Leader: Tell the story of the Good Samaritan, expanding and emphasizing 



I02 CHILD RELIGION IN SONG AND STORY 

it where necessary to make it more clear. The following order will be inter- 
esting: The dangerous road from Jericho to Jerusalem, the traveler (make 
this full, describing clothing, some necessity for the journey, no party going, 
etc.), the lonely spot to which he came, and the attack. Let the children 
in imagination stand with you by the side of the road. Shall they go to help 
the man? Picture what happens as you watch with them. The priest, 
whose business in life it was to serve God, coming along and passing by, the 
Levite Hkewise. Keep the children watching and thinking, until the Samari- 
tan comes. Enlarge upon this portion, and let the children follow the men 
to the inn, to see what becomes of the wounded man. 

Raise the question: "Was the Samaritan a friend to the wounded man? 
Had he ever seen him before ? Then there is such a thing as being a friend to 
someone whom you do not know, and do not love, as David loved Jonathan. 
How happy the good Samaritan must have been because he came just in time. 
The man might have died if he had been left there any longer. Would you 
all like to be good Samaritans ? Then watch for chances to be kind to people 
whom you do not count among your special friends. Just be a friendly 
helper to everybody. Let us see how many things we can do or see this week 
that were like the good Samaritan." 

Song — (For music see p. 230.) 

The King of love my Shepherd is, Perverse and foolish, oft I stray'd, 
Whose goodness faileth never; But yet in love he sought me, 

I nothing lack if I am his, And on his shoulder gently laid 
And he is mine for ever. And home, rejoicing, brought me. 

And so, through all the length of days, 

Thy goodness faileth never; 
Good Shepherd, may I sing thy praise 

Within thy house for ever. 

Group-Work— 

Group-Teachers and Children: The best possible means of impressing this 
lesson is to allow the children to construct in clay, or on a sand-table the lonely 
road from Jerusalem to Jericho, with hills on either side and hiding-places for 



THE STRANGER FRIEND 103 

robbers. Then, by means of match-sticks or toothpicks representing men, 
let the various scenes be enacted. This plan must be confined to such chil- 
dren as will take it seriously, however, and the teacher must have his own 
class in mind in choosing between this method of demonstration and that of 
the notebooks. 

Those who do not use the clay or sand may color the articles used by the 
good Samaritan, and write in the blank space the names. The teacher 
should seek to keep the teaching of the lesson before the children by wise 
conversation, as they work. 

Song — ^^ But the Lord is mind Jul of his own^ (For words and music see p. 200.) 

Birthday Offering and Welcome to New Pupils — 

Song — " We praise thee^ Lord, with earliest morning ray,^* (For words and 

music see p. 207.) 
Closing Sentence — 

All: (Seep. 8.) 



LESSON XX 

5esu0, tbe Cbtlbren's ff rienb 

AIM or THE LESSON 

The aim of this lesson is to bring the child to think of Jesus as a personal 
and loving friend, and to inspire in him such admiration for Jesus, that he 
will value, and seek to retain, the approval of this friend. 

PREPARATION OF THE LESSON 

This is a lesson in which one should be able in five minutes to give a bird's- 
eye view of the Hfe of Jesus. To be able to see that Hfe from beginning to 
end, and to present it in a few swift, telhng sentences to the children is a piece 
of work which will do much more for them at times than to present small 
sections and detailed stories. 

Go over and over in your own mind, therefore, the chief events and the 
general movements of his hfe, and get for yourself a deep appreciation of it. 
Take the index to a Life of Jesus or to a Harmony of the Gospels to assist your 
memory. Do not look for details but for general movements. Then put 
yourself in the place of the child, and try to see how all this would appear 
to him. Omit then from your prospective story the elements which seem 
inappropriate for the child, and remake your story upon that basis. It is not 
enough that one should prepare only this child's view of the Hfe of Jesus, in 
order to teach a lesson such as this. The mature, concrete knowledge is 
necessary to give a background from which to draw at the moment if necessary. 
The better your knowledge of the hfe of Jesus, the easier it will be for you to 
make a telhng sketch in a few words ; but do not give up the task because the 
result is unsatisfactory to yourseh the first time you try it. Practice wiU bring 
ease and study will bring the fuller knowledge. 

104 



JESUS, THE CHILDREN'S FRIEND 105 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " When morning gilds the skies,** (For words and music see p. 226.) 

Informal Conversation — 

Leader and Children: Continue to talk with the children about friends, 
with, if possible, the introduction of some of the friends from nature not 
already presented. 

Call for the children's stories of "Good-Samaritan" acts which they 
have witnessed during the week. Have an incident ready to tell in case it is 
needed. If possible let it be some incident of local interest which the children 
can appreciate. 

Song — (For music see p. 208.) 

Can a little child like me, For the fruit upon the tree, 

Thank the Father fittingly ? For the birds that sing of thee, 

Yes, oh yes ! be good and true, For the earth in beauty drest, 

Patient, kind in all you do; Father, mother, and the rest; 

Love the Lord, and do your part; For thy precious, loving care, 

Learn to say with all your heart: For thy bounty ev'ry where, 

Chorus-. 

Father, we thank thee ! 
Father, we thank thee ! 
Father in heaven, we thank thee! 

For the sunshine warm and bright, For our comrades and our plays, 

For the day and for the night; And our happy holidays; 

For the lessons of our youth. For the joyful work and true 

Honor, gratitude, and truth; That a Httle child may do; 

For the love that met us here, For our lives but just begun; 

. For the home and for the cheer, For the great gift of thy Son, 
Chorus Chorus 

Song-Text — (For music see p. 230 , 

He prayeth best, who loveth best 

All things both great and small; 
For the dear God who loveth us. 

He made and loveth all — 

He made and loveth all. 



io6 CHILD RELIGION IN SONG AND STORY 

Prayer — 

All: (Repeat, but do not sing.) 

All that I today am doing, 
Help me, Lord, to do for thee, 
May I kind and helpful be. 
Only good in others see, 
Try to serve thee faithfully, 
Serve thee faithfully. 

Song — (For music see p. 230.) 

The King of love my Shepherd is, Perverse and fooHsh, oft I stray' d, 
Whose goodness faileth never; But yet in love he sought me, 

I nothing lack if I am his, And on his shoulder gently laid, 
And he is mine for ever. And home, rejoicing, brought me. 

And so, through all the length of days. 

Thy goodness faileth never; 
Good Shepherd, may I sing thy praise 

Within thy house for ever. 

Text Exercise — For texts appropriate to this lesson see p. 92. 

March-Song and Offering — " We come to thee, our Father" (For words and 

music see p. 218.) 
Lesson-Story — 

Leader: " A few Sundays ago some of the boys and girls here did not reply 
when I asked if each had a special friend. We are going to talk today about a 
special friend who belongs to each child here. Let me tell you how great he 
was when he lived upon the earth." Give here your sketch, something after 
the following outhne: Jesus, whose birth was announced by angels; Jesus 
the healer ; Jesus the miracle-worker ; Jesus the friend of his disciples ; Jesus 
the wise man, who knew things about God which the world had not known 
before; Jesus, the man-God. It will be noticed that the emphasis in this 
story is upon the wonder-working side of Jesus' hfe. " Had this great, strong, 
wise man any time for children?" Tell the story found in Mark 10:13-17, 
from the point of view of one of the little children mentioned, describing it 
all as he saw it. 



JESUS, THE CHILDREN'S FRIEND 107 

Song-Text — (For music see p. 243 ) 

Suffer the little children to come unto me, 

And forbid them not, 

For of such is the Kingdom of Heaven. 

Group-Work — 

Group-Teachers and Children: In the picture provided for this lesson there 
is ample material for a conversation of some length. Have the children study 
the picture carefully. "What evidence does it contain that Jesus wanted the 
children to come?'^ (His smile, position of his hands, etc.) "What evi- 
dence does it contain that the children loved him?" (The child in his lap; 
the httle girl bringing her flowers, and the baby creeping toward him.) " Do 
the children look as if he were telling them something interesting ? Did he 
perhaps tell them stories ? If so would he have been likely to tell them 
stories of David and GoHath, of Moses' httle sister, etc. ? Why ? Are the 
grown-up friends of Jesus, who thought that he would be troubled by the 
children, in the picture ?" 

Raise the question: "Were these children friends of Jesus, and was he 
their friend ? These Httle children Hved long ago. Would you hke to have 
Jesus for a friend today ? Jesus said, ' Ye are my friend if ye do whatsoever 
I command you.' Can even Httle children remember that and do what Jesus 
commands?" 

Let the song-text be written with great care, for it is one which the children 
will Hke to turn to in the future. 

Song — "/ think, when I read that sweet story oj old.^* (For words and music 

see p. 242.) 

Birthday Offering and Welcome to New Pupils — 

Song — "Jewels.^' (For words and music see p. 202.) 

Closing Sentence — 
All: (Seep. 8.) 



SERIES VI 
STRENGTH AND GROWTH 

The purpose of this series of four lessons is to carry the child from the 
thought of the things which minister to him, to the larger thought of service, 
and the necessity for fitness for it in normal growth. In this, as in the following 
series, the attempt is made to put into the mind of the child ideals which will 
inspire his imagination and direct his will toward the highest Hfe. 

Before commencing this series the teacher should look forward and read- 
just the lessons, so that those intended for Palm Sunday and for Easter Sun- 
day will fall upon the proper dates. It may be necessary to omit the review 
lesson from the present series, and to put it in later, changing its character 
to suit the series into which it is introduced. 



LESSON XXI 

XTbe Strong /iDan of tbe ©Iben Uime 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " The earth is hushed in silence. ^^ (For words and music see p. 189, stanzas 

i» 2, 3, 5.) 

Informal Conversation — 

Leader and Children: By the use of a flower, or some natural object, draw 
from the children, one by one, a statement of certain laws which the flower 
is obHged to obey, in order to grow. " Suppose it had refused to burst open 
the seed-pod in the earth, or to take in the moisture, or to open its leaves to 
the sunshine after it came up, what would have happened to it ? " Lead on by 
questions to the idea that law is something helpful, every little act of obedience 
making us stronger and stronger. 

"Notice how our song tells of this." 

108 



THE STRONG MAN OF THE OLDEN TIME 



109 



Song- 



Brooks down the mountain side 

Rush with a song, 
Seeking the rivers wide 

Where they belong; 
Flowing increasingly, 

Growing unceasingly, 
Down to the mighty sea — 

Splendid and strong ! 



(For music see p. 226.) 

So are our human lives 

Starting like rills ! 
Swiftly the current strives 

Down from the hills. 
Wider each hour to be, 

Fuller each power to be, 
Till God's eternity 

Life's course fulfils. 



Prayer — 

Leader: ''For our prayer let us say together some new words which we 
shall learn to sing some day." 



When I'm tempted to do wrong, 
Make me steadfast, wise, and strong; 
And when all alone I stand. 
Shield me with thy mighty hand. 



Father, lead me day by day, 
Ever in thine own good way; 
Teach me to be pure and true; 
Show me what I ought to do. 

Song-Text — 

This should be introduced by the suggestion of the approaching Easter 

season. (For music see p. 231.) 



Weeping may endure for a night. 
But joy Cometh in the morning. 



Song- 



(For music see p. 235.) 



God sends his bright spring sun 
To melt the ice and snow, 

To start the green leaf buds. 
And make the flowers grow. 



God sends his love to us. 
To make our goodness grow; 

Let us be sweet like flowers, 
That in the garden blow. 



Text Exercise — Texts appropriate for this series : 

Ps. 119:165 — "Great peace have they which love thy law." 

Ps. 1:2 — "But his delight is in the law of Jehovah, and in his law doth he meditate 
day and night." 

Gal. 6:7 — "Whatsoever a man soweth, that shall he also reap. 

Jer. 31 : 7^2> — "I will put my law in their inward parts, and in their heart will I write it." 

Deut. 33:25— "And as thy days so shall thy strength be." 

Mark 10:44 — "Whosoever would be first among you shall be servant of all." 

Matt. 5:8 — "Blessed are the pure in heart, for they shall see God " 



no CHILD RELIGION IN SONG AND STORY 

March-Song and Offering — " We come to thee, our Father,'' (For words and 

music see p. 218.) 

Lesson-Story — 

Leader: "We have been talking about obedience making us strong. The 
old Bible people, who were so wise about things which have to do with good- 
ness, knew that this was true, and they had an old story, almost like a fairy 
story, about a strong man who was able to do many wonderful things, just so 
long as he obeyed the law which his parents had promised that he should 
obey, when he was a baby. It was a strange law — that he should never cut 
his hair, and then one not so strange — that he should never drink wine. 

''People in those days were always seeking some peculiar way to please 
God, and many thought that obedience to laws Hke this would please him. 
So when Samson, for that was his name, became a man, the story tells us that 
for his obedience, Jehovah, the God of Israel, made him very strong, as strong 
as twenty ordinary men. And because he was strong, people thought that he 
was a hero, and they made him their ruler and their leader in the battles which 
they had to fight against their enemies, the PhiHstines. He was so strong 
that once, as he was going down into the country of the Philistines, he met a 
Hon in the way ; and when it roared fiercely at him, he just put out his hand 
and took hold of the lion and tore it to pieces as if it had been a Httle lamb. 
The story does not tell us much about the real battles that Samson fought. 
I think that probably this old giant cared more about showing his own strength 
than he did about fighting real battles. He loved to go among the Philistines 
and to find excuses for kilHng them himself, without any help from an army. 
He loved to play tricks upon them, to burn their corn fields, and to torment 
them in every possible way. He annoyed the PhiHstines so much that the 
people of Israel at last were afraid on his account. They said : ' He is always 
doing something to stir up the anger of the Philistines, and they will never leave 
us alone.' The PhiHstines had more and better warriors than the people of 
Israel, and it was very dangerous to offend them. 

''So one day, when the Philistines came against Israel, and camped in the 



THE STRONG MAN OF THE OLDEN TIME in 

land ready to fight, a large company of the men of Israel went out to meet 
them, and said : ' Why have you come ? We do not want to fight. We will 
do anything you ask.' The PhiHstines replied: 'We are come up to take 
Samson.'" 

Tell here the story as foimd in Judges 15:9-15. 

"None among the Philistines knew why Samson was so strong, not even his 
wife, who was a PhiHstine woman. They were all very curious about it, but 
Samson would never tell anyone, and all the time he was very careful to obey 
the law which made him strong — ^not to cut his hair nor to drink wine. 

"At last the PhiHstines became so anxious to find the secret of his strength, 
that they decided to try to get his wife, Delilah, to find it out for them." Con- 
tinue with the story as found in Judges 16:4-31. 

"This is only a story, but it will help us to remember with the wise old 
Hebrews that obedience to law makes men and women strong." 

Song — (For music see p. 207.) 

We praise thee, Lord, with earliest morning Thy nations all are singing night and day, 

^^7' "Glory to thee, the mighty God, for aye !" 
We praise thee with the fading light of day; g ^^ ^^^^, ^^ j^ ^^^ ^j, ^^^ ^^^ ,„ 
All thmgs that live and move by sea and land _^ ' ^ e 

Forever ready at thy service stand. The hst nmg earth repeats the song afar. 

Group-Work — 

Group-Teachers and Children: Talk with the children about the story, 
and let them fill in the blank spaces upon the new leaf for the notebook. 
Give such assistance to the younger ones as is necessary and emphasize the 
text with which the story closes. 

Song-iext (For music see p. 243.) 

All: 

Suffer the little children to come unto me, 

And forbid them not, 

For of such is the Kindgom of Heaven. 



112 CHILD RELIGION IN SONG AND STORY 

Birthday Offering and Welcome to New Pupils — 

Song — " Onward^ Christian Soldiers.^* (For words and mvisic see p. 192.) 

Closing Sentence — 

All: (See p. 8.) 



LESSON XXII 

XTo Ibim tbat IHatb Sball be Given 

AIM OF THE LESSON 

The aim of this lesson is to lead the child to see that intelligent use of the 
strength which we have brings increase of strength, in whatever field of 
activity. 

PREPARATION OF THE LESSON 

The preparation of the story suggested for this lesson will cost some labor, 
but will be a real contribution to the Hterature of your Sunday-school work, 
and will be well worth preserving if it is well done. An alternative Bible 
story is suggested in case you do not care to try the experiment of an original 
story. If you use the Bible story, however, it will be necessary to supply 
from the imagination the principle that you wish to bring out, and that is not 
altogether desirable. The original story will excite the attention of the 
children, by stimulating them to see its meaning as they go along, and will 
much better impress the lesson. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " God sends his bright spring SUn.^' (For words and miisic see p. 235.) 

Informal Conversation — 

Leader and Children: " Hold up your two arms. They are both strong and 
well. Suppose that you were to put one arm down by your side, and were 
to say: *I am not going to use that arm any more,' what do you suppose 
would happen ? " Suggest muscular growth by right activity. The children 
will be glad to talk about it. This is a topic upon which the youngest boys 
have already thought. Suggest also in the simplest way the idea of nourish- 
ment, and its relation to growth. 

"3 



114 CHILD RELIGION IN SONG AND STORY 

Song — (For music see p. 232.) 

The Easter songs will be introduced each Sunday and anticipation of the 
day should be stirred by an appropriate introduction to each song. 

The little flowers came from the ground, 

At Easter time, at Easter time. 
They raised their heads and looked around, 

At happy Easter time. 
And then each Httle bud did say, 
"Good people, bless this holy day, 
For Christ is ris'n, the angels say, 

This holy, holy Easter day." 

Prayer — 

All: Sing the first phrases of " Our Father who art in heaven" softly, and 
follow with a very simple prayer for strength, just as the children would wish 
to say it for themselves, if they were able to frame their thoughts ; or use the 
following, letting the children follow line by line : 

" Our Father, we want to be strong, strong in our bodies and strong and 
brave in our hearts. Help us to obey the laws of our parents, the laws of our 
bodies, and the laws of our land, and so to become daily stronger and better 
boys and girls. For Jesus' sake. Amen." 

Song-Text — (For music see p. 243.) 

Suffer the little children to come unto me, 

And forbid them not, 

For of such is the Kingdom of Heaven. 

Song — (For music see p. 207.) 

We praise thee, Lord, with earliest morning Thy nations all are singing, night and day, 

ray, ''Glory to thee, the mighty God, for aye !" 
We praise thee with the fading light of day; ^ ^^ ^^^^, ^^ .^ ^^^^ ^^^ ^^. ^^^ ,„ 

All thmgs that hve and move by sea and land ^, ,. , . , , r 

Forever ready at thy service stand. The list nmg earth repeats the song afar. 

Text Exercise — For texts appropriate to this series see p. 109. 

March-Song and Offering — "PFe come to thee ^ our Father.''^ (For words and 

music see p. 218.) 



TO HIM THAT HATH SHALL BE GIVEN 1 15 

Lesson-Story — 

Leader: ''Do you remember the law by obeying which Samson grew 
strong ? What was it ? We should think part of that a fooHsh law. Which 
part ? But he obeyed it, did he not ? Samson was a grown man. Would 
anybody have made him obey that law if he had not made himself do it. He 
thought that it was God's law and so he obeyed it. 

"The story of Samson had a meaning for the Bible people. It had a 
meaning for us too. It meant that obedience to law would make us strong. 
But what law?" (No answer desired.) "Now let me tell you a story which 
has a meaning for every part, and perhaps we shall see one law at least. See 
if you can guess the meaning. 

" There was once a master who had many servants. There were two who 
heard for him, two who saw for him, one which thought for him, two who 
walked for him and carried him wherever he wanted to go, one which talked 
for him, one which ate for him, and even two who carried all his food to the 
servant who ate for him. These two helped him also in all his work and his 
play, and made themselves generally useful. But the master was under a 
law not to give wrong orders to his servants, but to make each do promptly 
and willingly the thing for which he had been appointed." 

Carry out this story of the members of the body as servants, doing the 
bidding of the master, the will. Adapt your story to the average age of your 
pupils, picturing a day in the house on which the orders of the master are 
all right according to the law, and each servant may do his task well. Then 
picture another day on which the orders are all wrong, and the servants are 
sick, because they were obliged by the master to do work for which they were 
not intended or some of them were not allowed to work at all. Carry on the 
stor}^ until you are sure that the children catch your meaning, and then ask 
them to name the servants. They will not so easily name the master, the will, 
and you will do better to name that for them. Be sure that the children can 
formulate a law of right activity necessary to growth, as a result of the story. 

If this plan seems too difficult, use instead the story of the paralytic, to 



Ii6 CHILD RELIGION IN SONG AND STORY 

whom Jesus said: "Take up thy bed and walk" (Mark 2:1-12), suggesting 
that the paralysis had come about through the man's neglect or misuse of his 
body in some way. 

Song-Text — (For music see p. 231.) 

Weeping may endure for a night, 
But joy Cometh in the morning. 

Group-Work — 

Group-Teachers and Children: Let the teacher describe a number of things 
in nature which grow capable through obeying the law of activity. As each 
object is described let the child write the name of it upon the page of his note- 
book, and the special activity suggested, as, for instance, "The bird, by using 
his wings," "The caterpillar by breaking the cocoon," etc. This Hst can be 
made long enough to occupy the entire time with profit, and each example 
added will serve to increase the impression of the universality of the law of 
activity. 

Song — " Can a little child like me." (Formusic and words see p. 208.) 

Birthday Offering and Welcome to New Pupils — 

Song — ^^ Father, lead me day by day," (For words and music see p. 223.) 

Closing Sentence — 
All: (See p. 8.) 



LESSON XXIII 

Ubc Bop Us the /iDan in tbe /iDafting 

AIM OF THE LESSON 

The aim of this lesson is by a careful review to impress the children with 
the fact of growth according to habit and law, as it has been shown in the 
various stories taken up during the year. Here is taken the historical view, 
as distinguished from the theoretical view or that of one's own personal 
experience. 

PREPARATION OF THE LESSON 

A careful survey of all the preceding lessons which can be brought into 
line for this topic, must be made with the special thought in mind of how the 
men and women were seemingly a direct product of their youth. You will 
be justified in fiUing in much of this from imagination. The principle is such a 
general one, that for the sake of impressing the lesson, it may well be considered 
imiversal. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 
Song — "Holy, holy, holy, Lord God AlmightyP^ (For words and music see p. 191, 

Stanzas i and 3.) 

Informal Conversation — 

Leader and Children: Recall the theme "growing." Raise the question: 
"What do we grow for? Why do we want to grow straight and strong?" 
Lead to the thought of the beautiful result, the splendid tree giving everyone 
enjoyment or fruit, the beautiful flower, and best of all the brave, strong 
man who is a blessing to everybody who sees and knows him. 

Song — (For music see p. 235. ) 

God sends his bright spring sun God sends his love to us, 

To melt the ice and snow, To make our goodness grow 

To start the green leaf buds, Let us be sweet like flow'rs. 

And make the flowers grow. That in the garden blow. 

"7 



ii8 CHILD RELIGION IN SONG AND STORY 

Prayer — 

All: 

Father, lead me day by day, When I'm tempted to do wrong. 

Ever in thine own good way; Make me steadfast, wise, and strong; 

Teach me to be pure and true; And when all alone I stand, 

Show me what I ought to do. Shield me with thy mighty hand. 

Song-Text — (For music see p. 231.) 

Weeping may endure for a night, 
But joy Cometh in the morning. 

Song — (For music see p. 193.) 

Praise ye the Father, his love is everlasting; 

Praise ye the Father, let all the earth give thanks to him; 

Honor and glory be unto him forevermore. 

O God of mercy, thy children raise their song to thee. 

Great is the Lord who hath shown his glorious power, 
Who giveth light to the world, and blessing to his people; 
Great is the Lord, who hath given us the victory; 
With love and power he ruleth the world. 
Arise and praise ye the Father. 

Glory to the Father, to the Father everlasting; 

Glory to the Father, who hath made the earth and heaven. 

Loudly let the voices ring; loudly praise our mighty Lord and King; 

Children come before his presence with a song. 

And praise ye the Lord. 

Text Exercise — For texts appropriate to this lesson see p. 109. 
March-Song and Offering — *' We come to thee, our Father. ^^ (For words and 

music see p. 218.) 

Lesson-Story — 

Leader: In a few words picture the childhood or youth of each character, 
mentioning no names. Then suggest some incident or characteristic picture 
from the Hfe of each after reaching manhood or womanhood, letting the chil- 
dren each time guess the character. Let the object in each case be to lead 
the children to see that the traits of childhood developed into the traits seen in 
maturity. 



THE BOY IS THE MAN IN THE MAKING 119 

The following characters may safely be used: The Prodigal Son, Ruth, 
Daniel, Moses, Jacob, Jesus, Miriam, Jonathan, Samson, David. Choose 
your own order in the use of these characters. Much must be supplied by 
the imagination, but this is a legitimate use of the imagination. If what is sup- 
plied is intelHgently based upon such facts as are known, it will not mislead 
the children, but will helpfully recall much of the work of the past months, and 
effectively lead up to the lessons which follow, in which service is seen to be 
both the process and the ultimate end of growth. It will perhaps add to the 
interest to put into this Hst some of the great men of secular history whose 
lives are somewhat famihar to the children. 

Song — (For music see p. 236.) 

The future lies before me, 
To build fair mansions o'er me 
By works of courage, deeds of love, 
Aspiring thoughts that lead above — 

My castle thus shall stand, 

Eternal, fair, and grand. 

Group-Work — 

Group-Teachers and Children: Call special attention to the new song, 
"At TwiHght," and talk with the children of its appropriateness to the theme. 
Let them spend a few minutes trying to learn the second stanza. Lead from 
this to the thought of the text to be illuminated, and help the children as they 
work to realize the text in its apphcation in the realm of nature, and to transfer 
its significance to human life and character. It is the law of consequence. 
Let them regard it as such. 

Song — " The little flowers came from the ground" (For words and music 

see p. 232.) 

Birthday Offering and Welcome to New Pupils — 

Song — " Christ, the Lord, is risen today," (For words and music see p. 233.) 

Closing Sentence — 
All: (See p. 8.) 



LESSON XXIV 
H Great Dap in tbe %itc of 5esus 

AIM OF THE LESSON 

The aim of this lesson is to inspire the children with joy in the greatness 
of their friend Jesus and in his triumph; to lead them to feel that if they become 
truly great they may expect recognition ; but above all to see that the greatness 
of Jesus was shown in service, and therefore that the man who serves his 
fellow-men most and best is the truly great man. 

PREPARATION OF THE LESSON 

Note what is required in the lesson-story, and recall the suggestions of 
Lesson XX concerning such a story. Notice, however, that in this story the 
emphasis is not upon the wonderful power of Jesus, and the things which will 
inspire the imagination on the side of apparent greatness, so much as upon 
his spirit of service to his fellowmen. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 
Song — " When the earth wakes up in gladness. ^^ (For words and musk see p. 244.) 
Informal Conversation — 

Leader and Children: '* See if you can name for me some of the great men 
about whom we talked last Sunday. Did people know that these men were 
great?" Take several of the names and, omitting that of Jesus, suggest 
some moment when the highest recognition came, during the earthly life of the 
hero. Let the children feel the happiness of these moments of recognition or 
accompHshed service. "Are we not glad when people see that the things 
which we do are good ? Let us sing our prayer, that the Father may help us 
to do great things for him." 



A GREAT DAY IN THE LIFE OF JE3US 



121 



Prayer — 

All: (Singing softly) 



(For music see p. 190.) 



All that I today am doing, 
Help me, Lord, to do for thee, 
May I kind and helpful be, 
Only good in others see. 
Try to serve thee faithfully 
Serve thee faithfully. 



Song- 



(For music see p. 235.) 



God sends his bright spring sun 
To melt the ice and snow, 

To start the green leaf buds, 
And make the flowers grow. 



Song- 



God sends his love to us. 
To make our goodness grow, 

Let us be sweet like flow'rs. 
That in the garden blow. 

(For music see p. 214.) 



" Who was the greatest man of all those of whom we have learned ? 
we sing one of our old songs about his babyhood ?" 



Shall 



In the little village of Bethlehem 

There lay a child one day, 
And the sky was bright with a holy light, 

O'er the place, where Jesus lay; 
Alleluia ! O how the angels sang. 

Alleluia ! how it rang, 
And the sky was bright with a holy light — 

'Twas the birthday of a King. 



'Twas a humble birthplace, but oh! how 
much 

God gave to us that day; 
From the manger bed, what a path has led. 

What a perfect, holy way: 
Alleluia ! O how the angels sang. 

Alleluia ! how it rang, 
And the sky was bright with a holy light, 

'Twas the birthday of a King. 



Chorus: 
Alleluia ! O how the angels sang. 

Alleluia ! O how the chorus rang. 
And the sky was bright with a holy light, 
'Twas the birthday of a king. 

Text Exercise — For texts appropriate to this series see p. 109. 

March-Song and Offering — " We come to thee, our Father, ^^ (For words and 

music see p. 218.) 



122 CHILD RELIGION IN SONG AND STORY 

Lesson-Story — 

Leader: Children need frequently to see the life of Jesus as a whole. They 
ordinarily see only single incidents, and are not of themselves able to put 
these together so as to construct a whole. They cannot carry in mind a 
chronological story extending over more than four weeks successfully, and 
therefore it is of httle advantage to give them lessons in the Hfe of Jesus extend- 
ing over a long period, unless at frequent intervals the whole Hfe is brought 
rapidly before them. 

This lesson depends for its effect upon the impression which you make 
by your rapid sketch of the life of Jesus as an introduction to the real stor}^ of 
the day. The following outHne may be useful : Jesus the boy, and his pecuHar 
interest in the heavenly Father; the young man and his choice, to teach the 
world about the love of God ; his method, serving people by heahng, by kind 
deeds, by teaching; the first recognition of his greatness by the multitude. 
Take not more than five minutes for this. Note the different emphasis 
from that of the sketch of a few Sundays ago. 

Follow the sketch with the story of the great day in the life of Jesus when he 
was led into Jerusalem in triumph, and hailed by the multitudes with shouts 
of joy (Mark ii:i-io; Matthew 21:1-11; Luke 19:29-38; John 12:12-15). 

Make this day of Jesus' triumph the chief part of your story. Picture 
Jerusalem at the time of the feast to which Jesus was going, his popularity, 
and the anticipation of his coming by many of those to whom he had been 
kind. Bring out with great emphasis the reason why these people thought 
him great, namely, because he had done so much for them. Dwell at length 
upon the details of the procession, and recall that there must have been chil- 
dren in the crowd, crying out their praises, "Hosanna" ("Come now"), and 
waving their palm branches, throwing down their cloaks in the road before 
him, as they would to a king. 

If care is taken to have this lesson fall upon Palm Sunday, it will more 
vividly impress the children as a celebration. If possible a few large leaves 
of palms may be used for decoration. 



A GREAT DAY IN THE LIFE OF JESUS 123 

Song-Text — (For music see p. 223.) 

"Shall we sing the song which the children sang?" (Let the palm leaf be 
gently waved to and fro as the children sing.) 

Hosanna, Hosanna, Hosanna! 

Blessed is he that cometh in the name of the Lord, 

In the name of the Lord; 

Hosanna, Hosanna in the highest! 

Group-Work — 

Group-Teachers and Children: Let the children paste in the picture at 
once, and spend some time in examining it and discussing it. Then let them 
color the palm leaves, talk with them as they work of the greatness of Jesus, 
leading them to see that it was the greatness of service to his fellow-men. 
Song — '^Christ, the Lord, is risen today.^' (For words and music see p. 233.) 

Birthday Offering and Welcome to New Pupils — 

Song — ^^ All is bright and cheer Jul round us,^' (For words and music see p. 234.) 
Closing Sentence — 

All: (See p. 8.) ' 



SERIES VII 
THE CONSUMMATION OF GROWTH, ETERNAL LIFE 

In the following series the idea of growth into greatness is carried to the 
idea of eternal Hfe as a natural consummation of right Hving and of harmonious 
relationship with the spirit of Jesus and of the Father. 

At first sight it would seem that the lessons of this group had been reversed, 
and that the lesson which should be the cHmax of the group comes first in 
order. To the child, however, the concrete should always precede the more 
abstract, and the story of the resurrection of Jesus forms the concrete basis 
upon which the second lesson, if not also the two following, may rest. The 
observation of life is too Hmited in childhood to work in the opposite direction, 
which would be the pedagogical method for presentation of the same truth of 
eternal life to the adult mind. 



LESSON XXV 

H Great jBastcv Bai? 

AIM OF THE LESSON 

The aim of this lesson is to present Jesus as the man in whom life had been 
so perfect and so greatly hved that it could not end, but must go on increasing 
in power and spreading the truth of eternal life to all the world. Everything 
should speak of life and joy at this season. Any element which can harmoni- 
ously add to this thought is to be welcomed. In some schools it is the custom 
to present the children on Easter Sunday with seeds or potted plants which 
they tend and care for until Children's Day, when they may be returned and 
used as part of the Children's Day decoration, and afterward sent to sick or 
needy persons to whom they will continue to give pleasure. It is these last 

124 



A GREAT EASTER DAY 125 

that the children should have in mind while caring for the plants. This 
small opportunity to contribute to the joy of someone else assumed upon 
Easter Day adds greatly to the joy of the child and furnishes a legitimate and 
pleasurable anticipation of the service of Children's Day. Care should be 
taken to make the plan practical by having rapid growing seeds and plants. 

PREPARATION OF THE LESSON 

A careful study of Mark 16:1-8 and Luke 24:1-12. General thought 
and study upon the subject of life out of death as seen in the world of nature. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (seep. 2). 
Song — (introduced by special reference to the day which is celebrated) — 

" When the earth wakes up in gladness.^' (For words and music see p. 245.) 

Informal Conversation— 

Leader and Children: Life out of death as it is seen in nature should form 
the subject of a discussion — the cocoon, the bulb, the brown grass, the dry 
tree, etc. If possible make this definite by having in your hand each time 
the object under discussion. Let the children take part freely. 

Song — (For music see p. 232.) 

The little flowers came from the ground, 

At Easter time, at Easter time, 
They raised their heads and looked around, 

At happy Easter time. 
And then each little bud did say, 
"Good people, bless this holy day, 
For Christ is ris'n, the angels say, 
This holy, holy Easter day." 
Prayer — 

Leader and Children: "The Lord's Prayer" in concert, connected by some 

appropriate remark with the song preceding it. 

Song-Text — (For music see p. 231.) 

Weeping may endure for a night, 
But joy Cometh in the morning. 



126 CHILD RELIGION IN SONG AND STORY 

Psalm 100 — 

All: (Try to make this a joyous expression of the children's own feeling.) 

Make a joyful noise unto Jehovah, all ye lands, 

Serve Jehovah with gladness: 

Come before his presence with singing. 

Know ye that Jehovah, he is God: 

It is he that hath made us, and we are his; 

We are his people, and the sheep of his pasture. 

Enter into his gates with thanksgiving, 

And into his courts with praise; 

Give thanks unto him, and bless his name, 

For Jehovah is good: his loving-kindness endure th forever, 

And his faithfulness unto all generations. 

Song — (For music see p. 234.) 

All is bright and cheerful round us, K the flowers that fade so quickly. 

All above is soft and blue; If a day that ends in night, 

Spring at last hath come and found us, If the skies that clouds so thickly 

Spring and all its pleasures, too; Often cover from our sight, 

Ev'ry flower is full of gladness, If they all have so much beauty. 

Dew is bright and buds are gay; What must be God's land of rest. 

Earth, with all its sin and sadness, Where his sons that do their duty, 

Seems a happy place today. After many toils are blest ? 

Alleluia! Alleluia! Alleluia! Amen. Alleluia! Alleluia! Alleluia! Amen. 

Text Exercise — ^Texts appropriate to this series : 

Matt. 28: 20 — " Lo, I am with you always, even unto the end of the world." 

John 14: 19 — " Because I live, ye shall live also." 

Matt. 15: 19 — " For out of the heart come forth evil thoughts." 

March-Song and Offering — ^'We come to Thee, our Father.^* (For words and 

music see p. 218.) 
Lesson-Story — 

Leader: After reference to your conversation, and with appropriate intro- 
duction, tell simply and as nearly as possible in the words of the Bible the 
story of the resurrection of Jesus, as found in Mark 16: 1-8 and Luke 24: 1-12 
combined. Introduce this very simply with as little suggestion as possible 
of the sadness of the manner of Jesus' death. Dwell rather upon the sorrow 
of the disciples and the hope in their minds based upon the words which he 
had spoken to them about his coming again after he should be taken away 



A GREAT EASTER DAY 127 

from them. Notice that the story is only half complete, the remainder to be 
told by the group-teacher. 

Song — (For music see p. 233.) 

Christ the Lord is risen today, Hymns of praise then let us sing, 

Alleluia, Alleluia, 

Sons of men and angels say, Unto Christ, our heav'nly king. 

Alleluia, Alleluia, 

Raise your joys and triumphs high, Who endured the cross and grave. 

Alleluia, Alleluia, 

Sing, ye heav'ns, and earth reply. Sinners to redeem and save, 

Alleluia. Amen. Alleluia. Amen. 

Group-Work — 

Group-Teachers and Children: Let the group-teacher continue with the 
story, giving the material found in Luke 24: 13-50. This story should be told 
very simply, with not too many details, but the conversations may be empha- 
sized. Some of the allusions will need simple explanation. Dwell upon the fact 
that the story says that as Jesus was parted from his friends he blessed them. 
Give out the new leaves, and call attention to the fact that the text which is 
to be framed with Hhes is the parting message of Jesus. Lead the children 
to feel the joy of this message to all the friends of Jesus today. The HHes 
may now be colored with white and green crayons. 

Song — " God sends his bright spring sun.'' (For words and music see p. 235.) 

Birthday Offering and Welcome to New Pupils — 

Song — '' The King of love my Shepherd is.** (For words and music see p. 230.) 

Closing Sentence — 
All: (See p. 8.) 



LESSON XXVI 

tibe 3Ftient)s of Jesus Xive foxcvct 

AIM or THE LESSON 

The aim of this lesson is to lead the children to feel that the eternal life 
which Jesus had he assured to his friends, and that all those who choose may 
be his friends. 

PREPARATION OF THE LESSON 

The story of today's lesson is a difficult one to tell without emphasizing 
too greatly for the children the tragedy of it. The story found in John 13-16 
should be studied very carefully, therefore, to enable the teacher to bring out 
most fully the love and care and tenderness 'of Jesus on this last evening 
with his friends, and the happy assurance that they too should live the 
continuous life which was to be his portion, and which he would demonstrate 
to them in his resurrection. Study also the accounts of the last supper in 
the various authorities on the life of Jesus. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Before singing recall to the children the joy and gladness of last Sunday. 
Song — ^'Christ the Lord is risen today,^^ (For words and music see p. 233.) 

Informal Conversation — 

Leader and Children: "A long time ago we talked a great deal about 
friends. Let us think about them again for a Httle while. Shall we name 
some of the friends who cannot speak in words?" (Give time for replies.) 
"Now, some of those friends can speak to us in a human voice. Was there 
another friend whom we cannot see, but who is a special friend of children ?" 
Recall Jesus, and let the children sing: "Suffer little children to come unto 
me, and forbid them not, for of such is the kingdom of heaven." 

128 



THE FRIENDS OF JESUS LIVE FOREVER 129 

Song — (For music see p. 244.) 

When the earth wakes up in gladness, From the long sleep of the winter 

In the early days of spring, All comes back to life once more, 

And in leaf and flower rejoices, And each blade of grass upspringing, 

Let us sing with heart and voices, Joins a mighty chorus singing: 

Praising him, our Lord and King. Lord, we praise thee, and adore. 

Prayer — 

Leader: "Shall we say together the prayer which Jesus taught us ?" 

All: 

Our Father who art in heaven. 
Hallowed be thy name; 
Thy Kingdom come, 
Thy will be done, 
On earth as it is in heaven; 
Give us this day our daily bread. 
And forgive us our debts. 
As we forgive our debtors; 
Lead us not into temptation, 
But deliver us from evil; 
For thine is the kingdom, 
The power, and the glory. 
For ever and ever, Amen. 

Song-Text — (For music see p. 222.) 

Hosanna, Hosanna, Hosanna! 

Blessed is he that cometh in the name of the Lord, 

In the name of the Lord; 

Hosanna, Hosanna in the highest! 



Psalm 100 — 



Make a joyful noise unto Jehovah, all ye lands, 

Serve Jehovah with gladness: 

Come before his presence with singing. 

Know ye that Jehovah, he is God: 

It is he that hath made us, and we are his; 

We are his people, and the sheep of his pasture. 

Enter into his gates with thanksgiving, 

And into his courts with praise; 

Give thanks unto him, and bless his name, 

For Jehovah is good: his loving-kindness endureth forever. 

And his faithfulness unto all generations. 



I30 CHILD RELIGION IN SONG AND STORY 

Song — (For music see p. 230.) 

The King of love my Shepherd is, Perverse and foolish, oft I stray'd, 
Whose goodness faileth never; But yet in love he sought me, 

I nothing lack if I am his. And on his shoulder gently laid, 
And he is mine for ever. And home, rejoicing, brought me. 

And so, through all the length of days. 

Thy goodness faileth never; 
Good Shepherd, may I sing thy praise 

Within thy house for ever. 

Text Exercise — For texts appropriate to this series see p. 126. 

March- Song and Offering — " We come to thee^ our Father. ^^ (For words and music 

see p. 214.) 

Lesson-Story — 

Leader: Tell the story of Jesus' last supper with his friends, its secrecy 
because his Hf e was in danger, the occasion of his visit to Jerusalem. Describe 
the room and the group of people, and relate what passed there. See that the 
children receive a dignified impression of the foot-washing, as a service of 
love for his friends, and desire for their comfort, performed in the absence of a 
servant, whose duty it might have been. Omit the Judas episode, as its 
startling character would lead the thought of the children aside from the 
motive of the lesson — to impress the love of Jesus, and his last comforting 
messages to his nearest friends. Take the material for the story from John 
13-16. 

Song — (For music see p. 200.) 

But the Lord is mindful of his own, 

He remembers his children. 
But the Lord is mindful of his own: 
The Lord remembers his children, 
Remembers his children. 
Bow down before him, ye mighty, 

For the Lord is near us ! 
Bow down before him, ye mighty. 

For the Lord is near us! 
Yea, the Lord is mindful of his own, 
He remembers his children. 



THE FRIENDS OF JESUS LIVE FOREVER 131 

Group Work — 

Group-Teachers and Children: Recall to the children the last text in the 
notebooks. Give out the new leaf, and let the picture be pasted in and dis- 
cussed. Let the children study the faces of the different apostles and try to 
name them. Speak of them always as friends of Jesus. Study the face of 
Jesus and his attitude. Raise the question: "What is he saying on this last 
evening when he is about to leave his friends ? " 

Read slowly to them from the Bible, John 14: 1-3, 18, 19, 21. Explain the 
words: ''mansions/' and "manifest." Show these texts to the children in the 
Bible, and let each read one for you. Suggest that they write the one which 
is most beautiful for all Jesus' friends to remember today: "Because I live ye 
shall live also." 

Song — "/ think ^ when I read that sweet story of old.^^ (For words and music 

see p. 242.) 

Birthday Offering and Welcome to New Pupils — 

Song — ^^ Loving Jesus^ meek and mildJ^ (For words and music see p. 225.) 

Closing Sentence — 
All: (See p. 8.) 



LESSON XXVII 

TLbc IFmmortalttp of Great DeeDs 

AIM OF THE LESSON 

The aim of this lesson is to emphasize anew the greatness of service, and to 
suggest the immortaHty of great deeds. 

PREPARATION OF THE LESSON 

Study the conversation suggested below, and improve upon it if possible. 
Study the story, so that you will be able to tell it freely without reference to 
the book. If possible investigate also the second story suggested, and' any 
other which may be found which has hterary excellence, and at the same time 
tells a story which emphasizes the lesson desired. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — ''All is bright and cheerful round US.^^ (For words and music see p. 234.) 

Informal Conversation — 

Leader and Children: Suggest some historical character, and lead the 
children by question and answer to see that in a sense great men though 
spoken of as dead, are still living on the earth in the work which they did and 
the esteem in which they are held. Recall also persons who are famous for 
one simple deed, like Paul Revere, or Napoleon's standard bearer. 

Remind the children that these men are all remembered for some great 
service to another or to the world. Recall .that the greatest man who ever 
lived was Jesus, and that his greatness was also that of service. " Can we 
say, then, that great deeds live forever ? " 

132 



THE IMMORTALITY OF GREAT DEEDS 133 

Song — (For music see p. 230.) 

The King of love my Shepherd is, Perverse and foolish, oft I stray'd, 
Whose goodness faileth never; But yet in love he sought me, 

I nothing lack if I am his, And on his shoulder gently laid, 
And he is mine for ever. And home, rejoicing, brought me. 

And so, through all the length of days, 

Thy goodness faileth never; 
Good Shepherd, may I sing thy praise 

Within thy house for ever. 
Prayer — 

All: (Sing softly with bowed heads and closed eyes.) 

Father dear, I fain would thank thee 

For my long, refreshing sleep. 

And the watch that thou did'st keep, 

While I slumbered soft and deep, 

O'er thy child so lovingly, 
So lovingly. 
Song-Text — (For music see p. 222.) 

Hosanna, Hosanna, Hosanna! 
Blessed is he that cometh in the name of the Lord, 
In the name of the Lord; 
Hosanna, Hosanna in the highest! 

Song — (For music see p. 223.) 

Father, lead me day by day, When in danger, make me brave; 

Ever in thine own good way, Make me know that thou canst save; 

Teach me to be pure and true; Keep me safe by thy dear side; 

Show me what I ought to do. Let me in thy love abide. 

When I'm tempted to do wrong. 
Make me steadfast, wise, and strong; 
And when all alone I stand. 
Shield me with thy mighty hand. 

Text Exercise — For texts appropriate to this series see p. 126. 

March-Song and Offering—" We come to thee, our Father,'' (For words and 

music see p. 218.) 

Lesson-Story — 

Leader: The story of the Holland dykes assigned to this lesson is one which 
appeals to children, and, because of the fact that the boy was unknown to the 



134 CHILD RELIGION IN SONG AND STORY 

world except in his brave deed emphasizes the teaching that good deeds are 
not forgotten but are among the things which Hve forever. 

Another story which may be used here is Ruskin's "King of the Golden 
River." The advantage of the first story lies in the fact that it has an his- 
torical basis, and, for this particular lesson, a story founded upon a true episode 
is the better illustration. 

THE LITTLE HERO OF HAARLEM 

At an early period in the history of Holland, a boy, who is the hero of the following 
narrative, was born in Haarlem, a town remarkable for its variety of fortune in war, but 
happily still more so for its manufactures and inventions in peace. His father was a 
sluicer — that is, one whose employment it was to open and shut the sluices, or large oak 
gates, which, placed at certain regular distances, close the entrances of the canals, and 
secure Holland from the danger to which it seems exposed — of finding itself under water, 
rather than above it. 

When water is wanted, the sluicer raises the sluices more or less, as required, and 
closes them again carefully at night; otherwise the water would flow into the canals, over- 
flow them, and inundate the whole country. Even the little children in Holland are fully 
aware of the importance of a punctual discharge of the sluicer's duties. 

The boy was about eight years old when, one day, he asked permission to take some 
cakes to a poor blind man, who lived at the other side of the dike. His father gave him 
leave, but charged him not to stay too late. The child promised, and set off on his little 
journey. The blind man thankfully partook of his young friend's cakes, and the boy, 
mindful of his father's orders, did not wait, as usual, to hear one of the old man's stories, 
but, as soon as he had seen him eat one muffin, took leave of him to return home. 

As he went along by the canals, then quite full — for it was in October and the autumn 
rains had swelled the waters — the boy now stopped to pull the little blue flowers which 
his mother loved so well, now, in childish gaiety, hummed some merry song. 

The road gradually became more solitary, and soon neither the joyous shout of the 
villager, returning to his cottage home, nor the rough voice of the carter, grumbling at 
his lazy horses, was any longer to be heard. The little fellow now perceived that the 
blue oi the flowers in his hand was scarcely distinguishable from the green of the sur- 
rounding herbage, and he looked up in some dismay. The night was falling; not, how- 
ever, a dark winter night, but one of those beautiful, clear, moonlight nights, in which 
every object is perceptible, though not as distinctly as by day. 

The chfld thought of his father, of his injunction, and was preparing to quit the ravine 
in which he was almost buried, and to regain the beach, when suddenly a slight noise, 
like the trickling of water upon pebbles, attracted his attention. He was near one of 
the large sluices, and he now carefully examined it, and soon discovered a hole in the 
wood, through which the water was flowing. 

With the instant perception which every child in Holland would have had, the boy 
saw that the water must soon enlarge the hole, through which it was now only dropping, 



THE IMMORTALITY OF GREAT DEEDS 13 5 

and that utter and general ruiti would be the consequence of the inundation of the country 
that must follow. 

To see, to throw away the flowers, to climb from stone to stone till he reached the 
hole, and put his finger into it, was the work of a moment, and, to his delight, he found 
that he had succeeded in stopping the flow of the water. 

This was all very well for a little while, and the child thought only of the success of 
his device. But the night was closing in, and with the night came the cold. The little 
boy looked around in vain. No one came. He shouted — he called loudly — no one 
answered. 

He resolved to stay there all night, but, alas, the cold was becoming every moment 
more biting, and the poor finger fixed in the hole began to feel benumbed, and the numb- 
ness soon extended to the hand, and thence throughout the whole arm. The pain became 
still greater, still harder to bear, but still the boy moved not. 

Tears rolled down his cheeks as he thought of his father, of his mother, of his little 
bed where he might now be sleeping so soundly; but still the little fellow stirred not, for 
he knew that did he remove the small, slender finger which he had opposed to the escape 
of the water, not only would he himself be drowned, but his father, his brothers, his 
neighbors — nay, the whole village. 

We know not what faltering of purpose, what momentary failures of courage, there 
might have been during that long and terrible night; but certain it is that at daybreak 
he was found in the same painful position by a clergyman returning from an attendance 
on a deathbed, who, as he advanced, thought he heard groans, and, bending over the 
dike, discovered a child seated on a stone, writhing from pain, and with pale face and 
tearful eyes. 

"In the name of wonder, boy," he exclaimed, "what are you doing there?" 

"I am hindering the water from running out," was the answer, in perfect simplicity, 
of the child who, during that whole night, had been evincing such heroic fortitude and 
undaunted courage. 

The Muse of history, too often blind to true glory, has handed down to posterity many 
a warrior, the destroyer of thousands of his fellow-men — she has left us in ignorance of 
this real little hero of Haarlem. 

— Sharpens Magazine 

Song — (For music see p. 236.) 

The future lies before me, 
To build fair mansions o'er me 
By works of courage, deeds of love, 
Aspiring thoughts that lead above — 

My castle thus shall stand, 

Eternal, fair, and grand. 

Group Work — 

Group-Teachers and Children: Recall to the children the general theme 
of the month's lessons — things which Hve forever. Let them turn back in the 



136 CHILD RELIGION IN SONG AND STORY 

notebooks to the words of the risen Jesus, and then to the picture reminding 
them of the assurance that the friends of Jesus shall also Hve always . 

Give out the new leaves and call attention to the evergreen branch as a 
symbol of never-ending Hfe. Let it be colored, and then let each child, 
recalling the story of the little Holland boy, and noting that he still hves in our 
memories on account of his brave deed, create an original phrase which will 
constitute an appropriate text, and write it in the open square. Do not 
expect these phrases to be other than crude, but see that they really contain 
the essential idea. If any child fails to create an original text, let him adopt 
the one which he Hkes best from these formed by other members of the class. 

Song — '^But the Lord is mindful of his OWn.^^ (For words and music see p. 200.) 

Birthday Offering and Welcome to New Pupils — 

Song — "All is bright and cheerful round us,^^ (For words and music see p. 234.) 
Closing Sentence — 
All: (See p. 8.) 



LESSON XXVIII 

Ubims Wbicb Sboult) Be IkilleO 

AIM OF THE LESSON 

In contrast with the thought of Hfe and the desirability of eternal life, this 
lesson aims to suggest the thought of the inappropriateness of continued life 
to things which destroy right life. 

PREPARATION OF THE LESSON 

Study carefully Acts 27:1-44, 28:1-6. If possible read a brief life of 
Paul, so as to get the full sense of the situation; at all events, run quickly 
through the book of Acts from the twelfth chapter to the end. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " When morning gilds the skies J*^ (For words and music see p. 226.) 

Informal Conversation — 

Leader and Children: "We have been talking about things which live 
forever. Would we like to have everything Hve forever ? " Suggest numerous 
objectionable living things. Transfer the thought to deeds, unkind acts, 
harsh words, hate, envy, etc. Raise the question: "If such things will live 
forever, and are harmful, what should we do with them?" See that the 
thought of stamping out or killing these things is reached. 

Song — (For music see p, 242.) 

I thmk, when I read that sweet story of old, y^^ still to his footstool in prayer I may go, 

When Jesus was here among men, AJii- 1 -i-i 

How he called httle children as lambs to ^^^ ^'^ ^''' ^ '^^'^ '"^ ^'^ ^''^^' 

his fold And if I earnestly seek him below, 

I should like to have been with them then. I shall see him and hear him above — 

137 



138 CHILD RELIGION IN SONG AND STORY 

I wish that his hands had been placed on In that beautiful place he is gone to prepare 
my head, Yot all who are washed and forgiven: 



That his arms had been thrown around 
me 



And many dear children are gathering there, 
And tha^I might have seen his kind looks "^^^ ^^ such is the kingdom of heaven." 

when he said, 
"Let the Uttle ones come unto me." 

Prayer — 

All: (Repeat, do not sing.) 

Father, lead me day by day, When in danger, make me brave; 

Ever in thine own good way; Make me know that thou canst save; 

Teach me to be pure and true; Keep me safe by thy dear side; 

Show me what I ought to do. Let me in thy love abide. 

When I'm tempted to do wrong, 

Make me steadfast, wise, and strong; 

And when all alone I stand. 

Shield me with thy mighty hand. 
Psalm 100 — 

Make a joyful noise unto Jehovah, all ye lands, 

Serve Jehovah with gladness: 

Come before his presence with singing. 

Know ye that Jehovah, he is God: . , 

It is he that hath made us, and we are his; 

We are his people, and the sheep of his pasture. 

Enter into his gates with thanksgiving. 

And into his courts with praise; 

Give thanks unto him, and bless his name, 

For Jehovah is good: his loving-kindness endureth forever, 

And his faithfulness unto all generations. 

Song-Text — (For music see p. 244.) 

Let the people praise thee, O God, 
Let all the people praise thee; 
O let the nations be glad and sing for joy, 
Sing for joy. 

Text Exercise — For texts appropriate to this series see p. 126. 

March-Song and Offering — " We come to thee^ our Father. ^^ (For words and 

music see p. 218.) 

Lesson-Story — 

Leader: Tell enough of Paul's life and his journey to Rome under guard 



THINGS WHICH SHOULD BR KILLED 1 39 

to interest the children in him personally. Emphasize God's care of him 
through all the years, upon all his difficult and dangerous journeys. From 
your survey of Acts, chaps. 1-12, enumerate some of the perils from which he 
had already escaped. 

Tell the story of the shipwreck. Acts, chap. 27, 28: 1-6, letting your longest 
section be in the reception by the "barbarians" and the appearance of the 
viper. Emphasize most of all the fact that Paul killed the viper, although it 
had not yet done him harm. Let the children imagine the results if he had 
not killed the viper. Lead to the thought that in its nature it was dangerous, 
and, although it did not harm him, it might have done great damage to those 
about him. " Was it then right to kill it ? " 

Recall the thought of habits, their danger to others as well as ourselves, and 
the desirabiHty of kihing them, suggested in the conversation. Be careful 
to make this application very simple and brief. The lesson will be clear from 
the story, and a mere suggestion will lead the children to think it out fully for 
themselves. 

Song — (For music see p. 200.) 

But the Lord is mindful of his own, 

He remembers his children. 
But the Lord is mindful of his own: 
The Lord remembers his children, 
Remembers his children. 
Bow down before him, ye mighty, 

For the Lord is near us ! 
Bow down before him, ye mighty. 

For the Lord is near us ! 
Yea, the Lord is mindful of his own. 
He remembers his children. 
Group-Work — 

Group-Teachers and Children: Let the children discuss the question as to 
whether, and why, it was right for Paul to kill the asp when it had not injured 
him. Rouse their interest in the suggestion which has already been made of 
the hurtful nature of certain quahties of mind and heart. 

By describing imaginary children in imaginary but easily possible circum- 



I40 CHILD RELIGION IN SONG AND STORY 

stances, illustrate one by one a considerable number of the faults which ought 
to be killed. Let the children each in turn name the fault without more assist- 
ance than the incident selected. As these are named let them be written in 
the space prepared for them on the new leaf. 

Teach the children in suitable form the principle involved in Matt. 15: 19, 
" Out of the heart proceed evil thoughts/' etc. 

Call attention to the text to be illuminated, and let the children learn it as 
they proceed with the coloring. 

Song — " Come, ye thankful people, come,** (For words and music see p. 202.) 

Birthday Offering and Welcome to New Pupils — 

Song — " Onward J Christian soldiers,** (For words and music see p. 192.) 

Closing Sentence^ — 

All: (See p. 8.) 



SERIES VIII 
WHO IS THE BRAVE MAN 

The purpose of the following series of four lessons is to enlarge the thought 
of the children in respect to the quahties which may enter into strength and to 
inspire them with right ideals as to what is truly courageous. 

This series together with those which follow seem to the casual reader 
to have Httle logical sequence with regard to the preceding lessons, but in reahty 
they aim to make the transition from the idea of normal growth and eternal 
life, with the consequent desire for these things, to some of the qualities which 
enter into greatness, a natural transition. 

Courage is selected, because to the child the natural synonym for greatness 
is heroism. But the conception lacks clear definition. An attempt is therefore 
made in the following lessons to give to the vague idea of heroism some definite 
outlines in the mind of the child. 



LESSON XXIX 

Ube /iDan XKUbo 1baD Courage to Qbc^ 

AIM OF THE LESSON 

The aim of this lesson is to demonstrate that simple obedience sometimes 
demands the greatest courage, and to suggest the conception that in acts of 
obedience which seem to sacrifice personal independence, there is opportunity 
for the assertion of such independence in the will to obey. This sense will 
not be defined in the mind of the child, but it will be felt, and will lead to 
wiUing and happy obedience if properly developed. 

PREPARATION OF THE LESSON 

Study with great care the story of Abraham, beginning with Genesis, 
chap. 12. From a good Old Testament history learn all that you can of the 

141 



142 CHILD RELIGION IN SONG AND STORY 

old tribal life, and the necessity in the mind of Abraham that his son Isaac 
should hve. Study carefully Abraham's conception of worship and his 
obhgations to his God. Note the prevalence of human sacrifice among 
surrounding nations and consider the influence which this custom may have 
had upon Abraham's conception of the requirements of his God. How, in view, 
of this custom, would he look upon the act of offering his first-born son as a 
sacrifice to his God ? Read the story found in chapter 22 over and over again, 
until you can thoroughly appreciate its artistic form, and can read it aloud 
effectively. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " All is bright and cheerful round US.^^ (For words and musk see p. 234.) 

Informal Conversation — 

Leader and Children: Let the children discuss in some concrete way the 
relative importance of personal beauty, physical strength, intellectual ability, 
and other attractive qualities. Let them choose which they would prefer 
for themselves. Bring them gradually to the point of admiration and desire 
for courage. This may be done, if no better way suggests itself, by the dis- 
cussion of individuals, historical characters who are known as types of this 
quahty. 

'' Let us ask our Father in heaven to make us brave and strong." 
Prayer — 
All: 
Father, lead me day by day, When in danger, make me brave; 

Ever in thine own good way; Make me know that thou canst save; 

Teach me to be pure and true; Keep me safe by thy dear side; 

Show me what I ought to do. Let me in thy love abide. 

Leader: " Our Father who art in heaven, thou who art perfect in strength, 

we as httle children would be strong. Show us the way. Give us strength to 
be always truthful and obedient and unselfish. May we have no fear of 
darkness or of evil, because we love thee, our Father, and we are the children 
of thy care. In Jesus' name. Amen." 



THE MAN WHO HAD COURAGE TO OBEY 143 

Song — (For music see p. 240.) 

The children will be interested in this song because it is one of the songs 
which father and mother sing in church. 

Nearer, My God, to thee! 

Nearer to thee! 
E'en though it be a cross 

That raiseth me; 
Still all my song shall be: 
Nearer, My God, to thee I 

Nearer to thee. 

Song — ^ (For music see p. 207.; 

We praise thee. Lord, with earliest morning Thy nations all are singing night and day, 

i"3-y, "Glory to thee, the mighty God, for aye! 
We praise thee with the fading light of day; ^ ^^ ^^^^, ^^ i^ ^^^^ ^11 beings are !" 
All thmgs that live and move by sea and .^, ,. , . / , r 

Y^^^ The bst'nmg earth repeats the song afar. 

For ever ready at thy service stand. 
Psalm 100 — 

Make a joyful noise unto Jehovah, all ye lands, 

Serve Jehovah with gladness: 

Come before his presence with singing. 

Know ye that Jehovah, he is God: 

It is he that hath made us, and we are his; 

We are his people, and the sheep of his pasture, 

Enter into his gates with thanksgiving. 

And into his courts with praise; 

Give thanks unto him, and bless his name, 

For Jehovah is good: his loving-kindness endureth forever, 

And his faithfulness unto all generations. 

Text Exercise — Texts appropriate to this series: 

I Sam. 15:22 — "Behold, to obey is better than sacrifice." 

Ps. 91 : IT — "For he will give his angels charge over thee, to keep thee in all thy ways." 
Ps. 56:3 — "What time I am afraid, I will put my trust in thee." 

II Thess. 3:13 — "Be not weary in well doing." 

Prov. 16:32 — "He that is slow to anger is better than the mighty, and he that ruleth 
his spirit than he that taketh a city." 



144 CHILD RELIGION IN SONG AND STORY 

March-Song and Offering — " We come to thee, our Father.*^ (For words and 

music see p. 218.) 

Lesson-Story — 

Leader: The story of Abraham contained in Genesis, chapter 22, is one of 
the most artistic and simple of all the Old Testament stories, and it may be 
given almost exactly as it stands. To read it effectively after appropriate 
introduction is better than to tell it. It should be introduced by a brief sketch 
of the call of Abraham by his God, and of his journey to the new land, his 
accumulation of wealth there, his desire for a son to inherit his name and the 
great promises which had been made to him by his God, and his surpassing 
love for Isaac, the son of promise. 

At the close of the story the children should be led briefly by questions to 
express the fact that Abraham was a brave man, and that his courage was 
shown by his will to obey what he thought was the voice of his God, even 
though it might cost him a lifetime of disappointment and sorrow. 

Song — (For music see p. 230.) 

The King of love my Shepherd is, Perverse and foolish, oft I stray'd, 

WHiose goodness faileth never; But yet in love he sought me, 

I nothing lack if I am his, And on his shoulder gently laid, 

And he is mine for ever. And home, rejoicing, brought me. 

And so, through all the length of days, 

Thy goodness faileth never; 
Good Shepherd, may I sing thy praise 

Within thy house for ever. 

Group-Work — 

Group-Teachers and Children: Let the object of the group- work in this 
lesson be chiefly to fix in mind the story. In order to do this let the children 
name and write at the top of the page each of the things which they can remem- 
ber as mentioned in the story, such as the fire, the knife, the ass, the servants, 
the wood, etc. Since the altar is the most important of these let it be drawn 
in the center of the page as a reminder of the story. The altar already illus- 
trated in the notebook, may be used to suggest the shape, but this one should 



THE MAN WHO HAD COURAGE TO OBEY 145 

have the appearance of being constructed of rough stones and earth, an altar 
such as would have been erected in the lonely mountain where Abraham went. 
Suggest as a text to be written below, '' To obey is better than sacrifice." 

Song— 

To be chosen by the children. 
Birthday Offering and Welcome to New Pupils — 

Song — '' Can a little child like me,^* (For words and music see p. 208.) 

Closing Sentence — 

All: (Seep. 8.) 



LESSON XXX 

Courage to Stan^ bp tbe IRigbt 

AIM OF THE LESSON 

The aim of this lesson is to stimulate the energies of the child in his efforts 
to do what seems to him right in a courageous spirit. 

PREPARATION OF THE LESSON 

Make a careful study of the character of EHjah as shown by the stories in 
I Kings, chaps. 17-21, II Kings, chaps, i and 2. Read as much as possible 
from history or dictionary concerning the great question of his times — shall 
God alone reign in Israel, or shall Baal reign beside him ? 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — ^" When morning gilds the skies, *^ (For words and music see p. 226.) 

Informal Conversation — 

Leader and Children: Recall the story of David and Gohath. Let the 
children give it to you little by little, with such help as is necessary to keep it 
correct. Raise the question of David's courage. Suggest that he was fighting 
in a good cause. ''What was it ? The cause of his God; for since Israel was 
the chosen people of God, the armies of Israel were the armies of God. Is all 
fighting done on the battlefield ? Is it proper to speak of fighting wrong 
things ?^^ Make this specific by local example. "Does such fighting take 
courage ? I remember the name of a little boy who had to help God to fight 
against wrong by carrying a very hard message to one whom he loved. Do 
you recall his name?" (Samuel.) 

146 



COURAGE TO STAND BY THE RIGHT 



147 



Song- 
Can a little child like me, 
Thank the Father fittingly ? 
Yes, oh yes ! be good and true, 
Patient, kind in all you do; 
Love the Lord, and do your part; 
Learn to say with all your heart: 



(For music see p. 208.) 

For the sunshine warm and bright, 
For the day and for the night; 
For the lessons of our youth, 
Honor, gratitude, and truth; 
For the love that met us here, 
For the home and for the cheer, 



Chorus: 

Father, we thank thee ! 
Father, we thank thee ! 
Father, in heaven, we thank thee! 



For the fruit upon the tree, 
For the birds that sing of thee, 
For the earth in beauty drest, 
Father, mother, and the rest; 
For thy precious, loving care. 
For thy bounty ev'rywhere. 
Chorus 

Prayer — 

Leader and Children (line by line): 



For our comrades and our plays. 
And our happy holidays; 
For the joyful work and true 
That a little child may do; 
For our lives but just begun; 
For the great gift of thy Son, 
Chorus 



"Our Father who art in heaven, 



thou who art perfect in strength, we as Httle children would be strong. Show 
us the way. Give us strength to be always truthful, obedient, and unselfish. 
May we have no fear of darkness, or of evil, because we love thee, our Father, 
and we are the children of thy care. Li Jesus' name. Amen. 



All (sing softly) : 

\Vhen in danger, make me brave; 
Make me know that thou canst save; 
Keep me safe by thy dear side; 
Let me in thy love abide. 

Song— 

I think, when I read that sweet story of old, 
When Jesus was here among men, 

How he called Httle children as lambs to his 
fold, 
I should like to have been with them then. 



(For miisic see p. 223 ) 

When I'm tempted to do wrong, 
Make me steadfast, wise, and strong; 
And when all alone I stand, 
Shield me with thy mighty hand, 

(For music see p. 242. j 

I wish that his hands had been placed on 

my head, [me. 

That his arms had been thrown around 

And that I might have seen his kind looks 

when he said, 
"Let the little ones come unto me." 



148 CHILD RELIGION IN SONG AND STORY 

Yet still to his footstool in prayer I may go, In that beautiful place he is gone to prepare 
And ask for a share in his love; For all who are washed and forgiven: 

And if I earnestly seek him below, And many dear children are gathering there^ 

I shall see him and hear him above, "For of such is the kindgom of heaven." 

Song'Text — (For music see p. 222.) 

Hosanna, Hosanna, Hosanna! 
Blessed is he that cometh in the name of the Lord, 
In the name of the Lord; 
Hosanna, Hosanna in the highest! 

Text Exercise — For texts appropriate to this series see p. 143. 

March-Song and Offering — " We come to thee, our Father, ^^ (For words and 

music see p. 218.) 

Lesson-Story — 

Leader: "We have spoken of Samuel and the hard message which he had to 
carry. God had a great many special messengers in the olden time, for there 
were so many things which the world needed to know about him, that he 
must always be telling them. These messengers were called prophets, and 
sometimes they had to give messages which took them into great danger. 
There was an old prophet, whose name was Ehjah, who had many dangerous 
messages to carry, and we shall see how much courage he had. 

" Ahab, the king who was reigning in Israel at this time was a strong king, 
and he wanted to make himself stronger by being friends with all the nations 
around. Now these other nations worshiped not our God, but other gods, 
and when the Bible people were friends with a foreign nation that nation 
always wanted the people of Israel to worship its god, too. Ahab thought 
that it would be much better for his land to worship some of the gods of other 
nations, and especially of a country which was just above the land of Israel, 
right next to it, a land which was very apt to send armies to fight Israel. But 
the messengers of God, the prophets, said: ^No, God will not permit you to 
worship any other God but himself. Don't you remember the command, 
Thou shalt have no other gods before me ? If you worship any other god in 
Jehovah's land, he will be very angry. You are his people. He has given 



COURAGE TO STAND BY THE RIGHT 149 

you this land, and he will not permit you to worship any other god in it.' Now 
when the prophets talked to King Ahab in this way he did not beHeve them. 
He thought that he knew better, and he went and married a wicked princess 
from the nation next to Israel, because he wanted her father to be his friend, 
and he allowed the god of that country, Baal, to be worshiped in Israel. 
Elijah had already suffered a great deal from the king of Israel, because he had 
proved before all the people that Baal was no god, had no power, and only 
Jehovah was a real god. Ahab and Jezebel had been very angry and had 
said that every prophet of Jehovah should be killed. Ehjah had already 
run away and hidden himself in the mountains for fear that King Ahab would 
kill him! 

*'But one day Ahab committed a great sin. It was like this:" Tell here 
the story of I Kings 21 : 1-24, bringing it to a chmax with emphasis upon the 
courage of Ehjah in bringing this terrible message from God to Ahab and 
Jezebel, at the risk of his life. 

"Did the king kill Elijah? No, because in his heart Ahab was really 
afraid of God, and he made himself very humble, thinking that if he did not 
kill Ehjah, perhaps God would forgive him and let him hve longer, and take 
away some of his punishment. 

"Where did Elijah get his courage. He trusted God to take care of him. 
Let us sing a verse about that." 

Song -Text — (For music see p. 203.) 

Blessed is the man that trusteth in thee 
In thee, O God; 

Blessed is the man that trusteth in thee, 
In whose heart are thy ways. 

Group-Work — 

Group-Teachers and Children: Talk with the children about the glory 
of doing hard things for people, and suggest that hard things done for other 
people are done for the Father in heaven just as surely as the difficult errand 
of Ahab. 

Let one child retell the story and the others correct him at intervals. Give 



ISO 



CHILD RELIGION IN SONG AND STORY 



out the new page and note the grapevine to be colored, to remind the children 
of the >^ineyard, and so of the story. As they work teach them the text 
printed on the page. 

Song — "Praise, my soul, the King of heaven^ (For music see p. 240.) 

Praise, my soul, the King of heaven, Praise him for his grace and favor, 
To his feet thy tribute bring; To our fathers in distress; 

Ransomed, healed, restored, forgiven, Praise him still the same as ever, 
Evermore his praises sing, Slow to chide and swift to bless. 

Alleluia, Alleluia, Alleluia, Alleluia, 

Praise the everlasting King. Glorious in his faithfulness. 

Angels in the height adore him, 

Ye behold him face to face. 
Saints triumphant bow before him, 

Gathered in from every race. 
Alleluia, Alleluia, 

Praise with us the God of grace. 

Birthday Offering and Welcome to New Pupils- 
Song — " The King oj love my Shepherd is,^* (For words and music see p. 230.) 
Closing Sentence — 
All: (See p. 8.) 



LESSON XXXI 

Ube dourage ot patient Bnburance 

AIM OF THE LESSON 

The aim of this lesson is to call the attention of the children to the silent 
courage which faces suffering bravely, and endures patiently. 

PREPARATION OF THE LESSON 

This lesson is a sad one, if treated too emotionally. Study therefore, to 
make a story which will emphasize the splendid courage of Jesus, rather 
than the bitterness of his sorrow, a phase of the subject upon which emphasis 
might appropriately be laid in teaching the story to adults. 

Make your story and tell it over many times, until you are sure that you 
have it rightly proportioned to bring the effect which you desire. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " When morning gilds the Skies.^^ (For words and music see p. 226.) 

Informal Conversation — 

Leader and Children: If possible find a local example of patient endurance, 
a child in a hospital, enduring pain cheerfully and patiently, or something 
similar, not too sad, for the following story is somber. Use that as an intro- 
duction to the subject of courage. Emphasize not the calamity, or the suffer- 
ing, but the brave spirit, making it not only the point but the main substance 
of the talk. 

Song — (For music see p. 200.) 

But the Lord is mindful of his own, Bow down before him, ye mighty, 

He remembers his children. For the Lord is near us! 

But the Lord is mindful of his own: ^^^ ^^T^ ^/^^^f ^j^' ^^ "^^g^t^' 

^, ^ , 1 , . 1 ., 1 r or the Lord is near us ! 

The Lord remembers his children, yea, the Lord is mindful of his own, 

Remembers his children. He remembers his children. 



152 



CHILD RELIGION IN SONG AND STORY 



Prayer — 

Leader and Children (sentence by sentence): "Our Father who art in 
heaven, thou who art perfect in strength, we as httle children would be strong. 
Show us the way. Give us strength to be always truthful, obedient, and 
unselfish. May we have no fear of darkness, or of suffering, or of evil, because 
we love thee, our Father, and we are the children of thy care. In Jesus' name. 
Amen." 



Song-Text- 



Song- 



Blessed is the man that trusteth in thee, 
In thee, O God; 

Blessed is the man that trusteth in thee, 
In whose heart are thy ways. 



(For music see p. 203.) 



(For music see p. 197.) 



Introduce by suggestion of appropriateness. 

No evil shall befall thee, 

Dear object of his choice; 
This night our Lord will call thee, 

In a still, small voice, 

In a still, small voice. 

Thy God saith, they that fear him 

Shall heart and soul rejoice; 
Then sleep to wake and hear him. 

In a still, small voice; 
Then sleep, 
Then sleep to wake and hear him. 

In a still, small voice. 

Text Exercise — For texts appropriate to this series see p. 143. 

March-Song and Offering — " We come to thee, our Father, ^^ (For words and 

music see p. 218.) 
Lesson-Story — 

Leader: Recall the story of the supper which Jesus ate with his friends. 
Let the children tell you some of the things which he did and said that evening. 
Suggest that probably Jesus was pretty sure that his enemies would find him 
and kill him that night. " How do you suppose he felt ? Would you like 



THE COURAGE OF PATIENT ENDURANCE 153 

to know what he did after the supper. He went with his friends to a very 
private little garden, where he had often been with them before, and where it 
would be quiet, so that he could think what it was best to do, and pray about it." 
Continue with the story of Gethsemane (Luke 22:39-53; Matt. 26:36-56; 
Mark 14:32-50; John 18:1-11). Make the story very simple, and not too 
emotional, for it is tragic enough in the simple statement of the facts. The 
following order is suggested : The party going out into the garden ; the desire 
of Jesus to pray that if possible he might not die; his request to his friends 
to watch while he prayed, the failure of the friends to keep guard, and to give 
the alarm; the danger to the friends in being found with Jesus, in case he 
should be arrested; the coming of the soldiers; the courage of Jesus in coming 
out to meet them; his request that he only be taken and his friends allowed 
to go their way ; the contrasting cowardice of the friends in forsaking him, and 
running away (do not emphasize this, since the children cannot fully under- 
stand the provocation). Let the full emphasis be upon the courage and 
unselfishness of Jesus, and his calmness and patience in view of his approach- 
ing death. 

Song — (For music see p. 230.) 

The King of love my Shepherd is, Perverse and foolish, oft I stray'd, 
Whose goodness faileth never; But yet in love he sought me, 

I nothing lack if I am his, And on his shoulder gently laid, 
And he is mine for ever. And home, rejoicing, brought me. 

And, so, through all the length of days, 

Thy goodness faileth never; 
Good Shepherd, may I sing thy praise 

Within thy house for ever. 
Group-Work — 

Group-Teachers and Children: With notebooks in hand let the children 
recall and retell the stories of the series illustrating courage. Let them paste 
the picture on the new page, study and discuss it, making sure that each child 
knows the figures and understands the picture. Let them make a name for the 
picture and write it underneath. They may then try with green crayons to 
extend the branches of the olive trees so that they will fill the page. 



154 CHILD RELIGION IN SONG AND STORY 

Song-Text — (For music see p. 243.) 

Suffer the little children to come unto me, 

And forbid them not, 

For such is the kingdom of Heaven. 

Birthday Offering and Welcome to New Pupils — 

Song — "/ think when I read that sweet story of old" (For music see p. 242.) 

Closing Sentence — 

All: (Seep. 8.) 



LESSON XXXII 

XTbe /iDan Wbo Mab tbe Courage to Seem ffooltsb 

AIM OF THE LESSON 

The aim of this lesson is to suggest to the child the courage which may be 
exercised in doing a thing which one is told to do by his parents or those in 
authority, even when he does not see any use in it, and may even be ridiculed 
for his obedience. 

PREPARATION OF THE LESSON 

Make for yourself a mental picture of a warrior, and his desire to achieve 
greatness in the legitimate way, by fighting great battles. Run quickly 
through the first twelve chapters of the book of Joshua, and get an impression 
of the character of this heroic warrior. Study then with great care the story 
in 6:i-2i. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 
Song — ^^Holy, holy, holy! Lord God Almighty !^^ (For words and music see p. 191.) 
Informal Conversation — 

Leader and Children: Let the children name all the courageous deeds of 
which they can think. If nothing comes up which involves the courage of 
incurring ridicule by yielding to the judgment of a superior, even when it 
seems foohsh, have some illustration of this ready. 

Suggest the idea that if we can trust the judgment of parents, we could 
trust God the Father, even when it takes a great deal of courage, yes, even 
the courage of being laughed at. 

Song — (For music see p. 223.) 

Father, lead me day by day, When in danger, make me brave; 

Ever in thine own good way; Make me know that thou canst save; 

Teach me to be pure and true; Keep me safe by thy dear side; 

Show me what I ought to do. Let me in thy love abide. 



rt;6 CHILD RELIGION IN SONG AND STORY 

When I'm tempted to do wrong, 
Make me steadfast, wise, and strong; 
And when all alone I stand. 
Shield me with thy mighty hand. 

Prayer — 

All (sentence by sentence) : " Our Father who art in heaven, thou who 

art perfect in strength, we as little children would be strong. Show us the 

way. Give us strength to be always truthful, obedient, and unselfish. May 

we have no fear of darkness, or of suffering, or of evil ? May we trust thee, 

because we love thee, our Father, and are the children of thy care. In Jesus' 

name. Amen. " 

Song-Text — (For music see p. 203.) 

Blessed is the man that trusteth in thee, 
In thee, O God; 

Blessed is the man that trusteth in thee, 
In whose heart are thy ways. 

Psalm 24 — Part 2 — 

All: 

Lift up your heads, O ye gates 

And be ye lifted up, ye everlasting doors: 
And the King of glory will come in. 

Who is the King of glory, 
Jehovah, strong and mighty, 

Jehovah, mighty in battle. 
Lift up your heads, O ye gates; 

Yea, lift them up, ye everlasting doors: 
And the King of glory will come in. 

Who is this King of glory ? 
Jehovah of hosts, 

He is the King of glory. 

Text Exercise — For texts appropriate to this series see p. 143. 

March-Song and Offering — " We come to thee, our Father,''^ (For music see p. 218.) 

Lesson-Story — 

Leader: Recall to the children the story of the Exodus, the crossing of the 
Red Sea, and the beginning of the journey of the people of Israel to their own 



THE MAN WHO HAD THE COURAGE TO SEEM FOOLISH 157 

land. Arouse their interest in the end of the journey. Picture the scene 
which may be imagined in the neighborhood of Jericho, with the walled city 
in a state of siege by the people of Israel. Describe the great warrior, Joshua, 
full of courage and confidence, waiting with his army to march against the city, 
as soon as Jehovah shall give him permission. Think of the glory he hoped 
to win. "How fine it would be to take that city and drive out the inhabitants, 
and to be known as the great warrior in this new land." 

Now tell the story of Joshua, 6:1-21. Emphasize the command to do 
something which seemed almost foohsh, some thing at which the people 
of the land might laugh. " Did it take courage ? But it did come out all 
right in the end?" 

Group- Work — 

Group-Teachers and Children: Recall the story and let the children talk 
about Joshua. Tell them about the ark, what it was like, what it contained, 
where these things came from, and what the ark signified to the Hebrews. 
Recall the story of Samuel, and that the ark was in the tent-church where 
Samuel lived, and that when it was carried off by the PhiKstines in battle, old 
EH was so frightened that he fell backward in his chair, and was killed. 

Suggest that the ark of which Joshua was so careful would be a good thing 
to remember the lesson by. Give out the new page and have the ark com- 
pleted in outline, and colored with yellow in imitation of the gold with which 
it was overlaid. Read to the children the directions for making the ark in 
Exod. 25:10-15. 

Song — " Onward^ Christian soldiers" (For words and music see p. 192.) 

Birthday Offering and Welcome to New Pupils — 

Song — " Jewels^ (For words and music see p. 202.) 

Closing Sentence — 

All: (See p. 8.) 



SERIES IX 
THE CHILDREN IN RELATION TO THEIR COUNTRY 

In arranging the following series of three lessons, instead of four, it is 
expected that one Sunday will be observed as Children's Day, by a special 
service.^ The custom followed in many churches of combining the Sunday- 
school and the church services seems most appropriate, and well calculated to 
emphasize the relation of the children to the church. 

The remaining lessons of this group carry the child from the thought of 
courage in the individual to a right conception of his relationship to the 

I In this service, as in the celebration of special days previously outlined, the exhibition ele- 
ment should be eliminated, and the festive character of the occasion expressed in simple and 
helpful ways, such as abundance of flowers, music, singing birds, and helpful talks. A very 
cheerful effect may be produced by the hanging of two or three caged canary birds among the 
flowers. The detailed character of the service must be largely governed by local conditions, and 
since all departments of the school should join in it, and in this book we have to do only with 
the elementary division, no attempt is made other than to suggest the possible contribution of 
that division to the service. 

Since this should be largely a service of worship, and a natural expression of the feehngs of 
worship on the part of the children, their contribution should be something which is familiar, and 
into which they can enter with feeling and spirit. Among the possibilities to be selected from 
previous services with which the children are acquainted would be a concert recitation of Psalm 
ICO, and a portion of Psalm 24, a general text exercise, the introduction of several of the song 
sentences, especially in the text exercise, and the singing, in connection with the entire congre- 
gation, of one or two of their favorite songs. 

Upon this occasion it is most appropriately the custom to award the diplomas to those who 
are to graduate from the elementary department. 

A general birthday offering participated in by the entire congregation, having some special 
object in view, will add an element of interest. These offerings may be effectively accepted by 
the gift of a flower to each person presenting himself. If a sermon is given it should be exceed- 
ingly simple, and indeed may well be embodied in a story, which, while containing profound 
ethical truth, does not label itself a sermon. 

158 



FREEDOM UNDER THE LAW 159 

country in which he lives. These lessons are selected, not only for their appro- 
priateness in the logical development of the series, but also with special refer- 
ence to the fact that they fall upon the Sundays between Memorial Day and 
the Fourth of July, the best period for inspiring the children with patriotism, 
which is an essential element in a symmetrical religious life. 



LESSON XXXIII 

jfreebom un^er tbe Xaw 

AIM OF THE LESSON 

The aim of this lesson is to define freedom in the mind of the child, not as 
regard for his own desires only, but as freedom to Hve his own Ufe, under 
proper protection from the interference of others, so long as he also observes 
the law which protects them as well as himseK. 

PREPARATION OF THE LESSON 

Review the first fifteen chapters of the book of Exodus, and recall the joy 
of the great deliverance. Study chapters 16-20, considering all the difficulties 
which Moses encountered in the management of the insubordinate people. 
Note the necessity of organization and laws, and the manner in which these 
were communicated to the people. 

Study the laws themselves contained in the ten commandments and their 
fitness for the people to whom they were given. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 
Song — " We praise thee, Lord, with earliest morning ray^ (For words and 

music see p. 207.) 



l6o CHILD RELIGION IN SONG AND STORY 

Informal Conversation — 

Leader and Children: Test the children as to their knowledge of the national 
hymn. See how many can recite it. Read it with them. 

My country, 'tis of thee, Let music swell the breeze, 

Sweet land of liberty, And ring from all the trees. 

Of thee I sing; Sweet freedom's song; 

Land where my fathers died ! Let mortal tongues awake; 

Land of the Pilgrims' pride! Let all that breathe partake; 

From ev'ry mountain side, Let rocks their silence break, 

Let freedom ring! The sound prolong. 

My native country, thee — Our fathers' God ! to thee, 

Land of the noble free — Author of liberty, 

Thy name I love: To thee we sing; 

I love thy rocks and rills, Long may our land be bright 

Thy woods and templed hills: With freedom's holy light; 

My heart with rapture thrills, Protect us by thy might. 

Like that above. Great God, our King. 

Question them as to their conception of freedom. Suggest the existence 
of law. "Does law hamper freedom?" Guide to the thought that laAv 
under the nation or state protects and insures freedom to the individual, that 
is, poHce regulation, courts of justice, etc. 

Raise the question as to how we, as a country, obtained freedom. Empha- 
size the price paid for it in human lives, and therefore the value of it. 



Prayer — 

Leader: "Shall we thank our heavenly father for this great free country ?" 
Leader and Children (Hne by line) : " Our Father, we thank thee for our 
free country. We bring to thee our grateful praise that in this land we may 
pray to thee, and ask thy care and favor. Help us to grow day by day into 
strong men and women. Help us always to keep the laws of our land. May 
they be to us as thy laws. We love our country. Help us to make it the 
greatest country in the world. In Jesus' name we ask it. Amen." 



FREEDOM UNDER THE LAW 



i6i 



Song— 



When morning gilds the skies, 
My heart awaking cries 

May Jesus Christ be praised! 
Alike at work and pray'r, 
To Jesus I repair; 

May Jesus Christ be praised! 



(For music see p. 226.) 

Whene'er the sweet church bell 
Peals over hill and dell 

May Jesus Christ be praised ! 
O, hark to what it sings, 
As joyously it rings, 

May Jesus Christ be praised I 



Psalm 100- 



Song— 



IMake a joyful noise unto Jehovah, all ye lands, 

Serve Jehovah with gladness: 

Come before his presence with singing. 

Know ye that Jehovah, he is God: 

It is he that hath made us, and we are his; 

We are his people, and the sheep of his pasture. 

Enter into his gates with thanksgiving. 

And into his courts with praise; 

Give thanks unto him, and bless his name, 

For Jehovah is good: his loving-kindness endureth forever, 

And his faithfulness unto all generations. 

(For music see p. 189.) 



The earth is hushed in silence. 

Its cares now flee away; 
Let all things bow in rev'rence 

On this, the Lord's own day, 
On this, on this, the Lord's own day! 

O call of love and duty ! 

Who would not praise and pray, 
And thank the Lord of heaven 

On this, his chosen day. 
On this, on this, his chosen day! 



The bells are sweetly ringing, 
Their clear-toned voices say: 

Ye people come and worship 
On this, the Lord's own day, 

On this, on this, the Lord's own day! 

Come all ye thankful people ! 

Why should one soul delay 
To greet the Lord of heaven 

On this, his holy day. 
On this, on this, his holy day! 



Text Exercise — Texts appropriate to this series : 

John 8:32 — "And ye shall know the truth, and the truth shall make you free." 
Matt. 10:39— "He that loseth his life for my sake shall find it." 

March-Song and Offering — " Onward, Christian soldiers J ^ (For words and 

music see p. 192.) 

Lesson-Story — 

Leader: Ask the children if they can recall any Bible story which they have 
had this year which would be appropriate to tell when we are thinking about 



1 62 CHILD RELIGION IN SONG AND STORY 

the joy of being free. Guide them to the recollection of the story of the 
Exodus from Egypt. Repeat the verses of Miriam's song, read at that time 
(see Lesson VIII), and emphasize the joy of the occasion. Pass now to the 
difficulties which followed, the quarrehng, the discontent, the cheating, pos- 
sibly the strong oppressing the weak, each man trying to get what he thought 
were his own rights and caring nothing for the rights of others. It will be 
necessary to draw somewhat on your imagination, but a careful study of the 
situation as described in the chapters themselves will furnish the basis for a 
vivid picture of the difficulties of Moses in handling the people in the 
months before reaching Sinai. 

Make this part of your story brief but strong, and see that it leads the 
children to discover the necessity of law, in order to secure freedom for the 
individual, and proper protection for his person and property. 

Now tell the story of chapter 19 very simply, and finish it with a reading 
of the Ten Commandments, giving only the first phrase of each, containing 
the prohibition or command. 

Song — ^^ America, " (For words see above, for music see p. 245.) 

Group-Work — 

Group-Teachers and Children: Let the children recall the story. Give 
them the new leaves and let them learn the "ten words," as they were called 
by the Hebrews, printed upon the tablets. Suggest that many of the Hebrew 
people loved the law because they thought that to obey it would bring them 
close to God. They sang about it in their hymns and had many sayings 
about it. 

Let the children write at the bottom of the page one of these sayings: 
" Great peace have they which love thy law." 

Song — " Praise^ my soul^ the king oj heaven J^ (For words and music see p. 240. 

Birthday Offering and Welcome to New Pupils — 

Song — " The King oj love my Shepherd isJ^ (For words and music see p. 230.) 

Closing Sentence — 

All: (See p. 8.) 



LESSON XXXIV 

/IDp Countrymen 

AIM OF THE LESSON 

It is the aim of this lesson further to inspire the children with love of 
country, and to lead them to feel that love involves the will to make sacri- 
fices — ^if necessary, to give even life itself. 

PREPARATION OF THE LESSON 

The story which is to be told requires careful study. It contains con- 
siderable material which is beyond the grasp of the children, and must be 
simplified throughout. If carefully handled, however, it is one of the most 
thrilHng stories in the Old Testament, and deserves presentation. Theo- 
logians search in vain for any deep rehgious teaching to be gained from the 
book of Esther, but surely as a lesson in fidelity to one's race, and through 
race to country, it is hardly to be surpassed. 

Read for your own benefit from dictionary or commentary the history 
of the book and its possible significance in the progress of Jewish thought. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader ; response from the school (see p. 2). 
Song — " Holy J holy, holy! Lord God Almighty P^ (For words and music see p. 191, 

Stanzas i and 3.) 

Informal Conversation — 

Leader and Children: Recall the subject of last Sunday by a few brief 
questions. Raise the question: "How much would we be wilHng to do 
for our country?" Suggest several supposed conditions, and see how far 
patriotism would carry the children. Recall Memorial Day and its cere- 

163 



164 



CHILD RELIGION IN SONG AND STORY 



monies. "What were they and why do we celebrate it ?" Bring up the case 
of the soldiers who were not killed. "Did they give their hves for their 
country just as truly as these who were killed ?" 

Impress the greatness and glory of sacrifice. Remind the children of 
Jesus, who gave his life not alone for his countrymen, but for the world. 

Song (For music see p. 230.) 

He prayeth best who loveth best 

All things both great and small; 
For the dear God who loveth us, 

He made and loveth all. 

Prayer — 

Leader and Children (Hne by hne) : "Our Father we thank thee for our 
free country. We bring to thee our grateful praise that in this land we 
pray to thee, and ask thy care and favor. Help us to grow, day by day, 
into strong men and women. Help us always to keep the laws of our land. 
May they be to us as thy laws? We love our country. Help us to make 
it the greatest country in the world. In Jesus' name we ask it. Amen." 



Song- 
Brooks down the mountain side 

Rush with a song, 
Seeking the rivers wide 

Where they belong; 
Flowing increasingly, 

Growing unceasingly, 
Down to the mighty sea — 

Splendid and strong! 



(For music see p. 226.) 

So are our human lives 

Starting like rills ! 
Swiftly the current strives 

Down from the hills. 
Wider each hour to be, 

Fuller each power to be, 
Till God's eternity 

Life's course fulfils. 



Text Exercise — For texts appropriate to this series see p. i6i. 
March-Song and Offering — "Onwardj Christian Soldiers.'' (For words and 

music see p. 192.) 

Lesson-Story — 

Leader: "Our story today is about a beautiful woman who gave her Hfe, 
not for her country, but for her countrymen. She belonged to the people 
of Israel, and her countrymen were the Bible people, and her land the Bible 



MY COUNTRYMEN 165 

land. She was not living in her own country, for she had been carried away 
to a strange land, far away where the Persian king ruled. She with many 
of her people were captives of war. But they were so accustomed to the new 
land that they Hved in it as their own, and were not treated as captives any 
longer, but had their own houses and lands, and would have been faithful 
subjects of the Persian king. 

"They were many times unhappy, for they had no temple there in which 
to offer sacrifices to their God, and their beautiful city of Jerusalem with its 
temple was in ruins. Sometimes they could not quite beheve that God still 
held them as his people; it seemed so much as if he had forgotten them. 
But they still worshiped him in their hearts and would not join with the 
Persians in the worship of their gods, and this kept them very close together 
and separate from the Persians. 

"In order to understand our story we have to learn that in those days 
a man, and especially a great man Hke a king, had many wives. This king 
in our story, whose name is a very long one, Ahasuerus, sent all over the 
kingdom to find the most beautiful maidens for his household, from whom 
he might select the one whom he hked best for his queen." 

Continue the story from chap. 2:5 to the close of the book, carefully 
selecting only what can be understood by the children, and what is essential 
to the interest and completeness of the story. Let emphasis be placed upon 
Esther's sacrifice, rather than upon Haman's wickedness. 

Song — (For music see p. 200.) 

But the Lord is mindful of his own, 

He remembers his children. 
But the Lord is mindful of his own: 
The Lord remembers his children, 
Remembers his children. 
Bow down before him, ye mighty, 

For the Lord is near us ! 
Bow down before him, ye mighty. 

For the Lord is near us ! 
Yea, the Lord is mindful of his own, 
He remembers his children. 



1 66 CHILD RELIGION IN SONG AND STORY 

Group-Work — 

Group-Teachers and Children: Write down at the children's dictation 
the whole story. Then discuss and correct it with them. If any of the chil- 
dren have ever heard of any other people who sacrificed Hfe for country or 
countrymen let them tell of it. 

Let them discuss the text: "Be thou faithful unto death, and I will give 
thee a crown of hfe," and suggest in what way it is appropriate to this lesson 
of Esther and her great sacrifice. 

If they approve, let the text be written on the new page. 

Song — "Praise J my soul, the King of heaven.'^ (For words and music see p. 240.) 
Birthday Offering and Welcome to New Pupils — 

Song — " The Earth is hushed in silence.^' (For words and music see p. 189, stanzas 

I. 2» 3. 5-) 
Closing Sentence — 

All: (See p. 8.) 



LESSON XXXV 

Ube ff lag of ©ur Country 

AIM OF THE LESSON 

The aim of this lesson is to impress the children with the dignity and 
significance of the flag of our country. This may seem to some to be too 
secular a theme for the Sunday school, but it can hardly be said that the 
ensign following which men freely give their lives in the cause of freedom 
can be outside the realm of rehgion. Modern rehgious education aims to 
break down the barrier existing between so-called rehgious and so-called 
secular life, and so to blend the two that Hfe shall be rehgion and rehgion hfe. 

PREPARATION OF THE LESSON 

Study carefully the theme for the informal conversation, and try to get 
clearly in mind what you intend to do. Make this your best conversation 
of the year if possible. If it is not possible to secure a good speaker, one who 
will know how to talk to children about the subject, prepare yourself to give 
the talk suggested under the lesson-story. Material for this may be found 
in any pubhc library. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " When morning gilds the Skies.^' (For words and music see p. 226.) 

Informal Conversation — 

Leader and Children: Let the conversation suggest loyalty to, and love 
for, country. Its exact content should depend upon the arrangements for 
the lesson-story which may vary in different schools. 

167 



i68 



CHILD RELIGION IN SONG AND STORY 



Song- 



(For music see p. 245.) 



My country, 'tis of thee, 
Sweet land of liberty, 

Of thee I sing; 
Land where my fathers died! 
Land of the Pilgrims' pride ! 
From ev'ry mountain side, 

Let freedom ring! 

Let music swell the breeze, 
And ring from all the trees 

Sweet freedom's song; 
Let mortal tongues awake; 
Let all that breathe partake; 
Let rocks their silence break. 

The sound prolong. 



My native country, thee — 
Land of the noble free — 

Thy name I love : 
I love thy rocks and rills, 
Thy woods and templed hills: 
My heart with rapture thrills. 

Like that above. 

Our fathers' God ! to thee. 
Author of liberty, 

To thee we sing; 
Long may our land be bright, 
With freedom's holy light ! 
Protect us by thy might, 

Great God, our King. 



Prayer — 

All: "Our Father, we thank thee for our free country. We bring to 
thee our grateful praise that in this land we may pray to thee, and ask thy 
care and favor. Help us to grow, day by day, into strong men and women. 
Help us always to keep the laws of our land. May they be to us as thy laws. 
We love our country. Help us to make it the greatest country in the world. 
For Jesus' sake we ask it. Amen *' 



Psalm 24 — Part 2- 



Lift up your heads, O ye gates; 

And be ye lifted up, ye everlasting doors: 
And the ling of glory will come in. 

Who is the King of glory ? 
Jehovah, strong and mighty, 

Jehovah, mighty in battle. 
Lift up your heads, O ye gates; 

Yea, lift them up, ye everlasting doors: 
And the King of glory will come in. 

Who is this King of glory ? 
Jehovah of hosts, 

He is the King of glory. 



Text Exercise — For texts appropriate to this series see p. i6t. 



THE FLAG OF OUR COUNTRY 169 

March-Song and Offering — " Onward^ Christian Soldiers,^* (For words and music 

see p. 192.) 

Lesson-Story — 

Leader: Instead of the usual story let the lesson period be devoted to a talk 
upon our flag. For this it will be well to secure if possible a man of prominence 
in the community. The talk should dwell upon the significance of the flag, 
as the symbol of freedom, of law for the protection of freedom, and of God 
the author of law and the giver of freedom. The talk must be very simple 
and bright, interspersed with questions which will lead the children to think 
and to appreciate to the extent of their ability all for which the flag stands.^ 

Song — '' The Star Spangled Banner" (For words and music see p. 237.) 

Group-Work — 

Let the children spend the entire time in making up a code of laws, per- 
haps ten, in imitation of Moses' code, which shall represent the laws proper 
to be observed by a boy or girl on the Fourth of July. Guide the work into 
something really strong and helpful, but let it be original work on the part 
of the children. Then let them agree to adopt this code through you, as the 
Hebrews adopted their code through Moses. 

Song — " We praise thee, Lord, with earliest morning ray." (For words and music 

see p. 207.) 

Birthday Offering and Welcome to New Pupils — 

Song — ^' Jewels. ^^ (For words and music see p. 202.) 

Closing Sentence — 

All: (See p. 8.) 

I Before singing this song which follows, the children should be provided with the tiny 
flags which can be secured for a penny each, and a large flag should be in readiness. During 
the singing of the chorus, each child may wave his flag in time to the music, and the large flag 
may be gently waved to and fro. (The children may be allowed to keep the small flags as souve- 
nirs of the occasion.) 



SERIES X 

GROWING, BEING, AND LOVING 

While in some schools the work is suspended entirely during the months 
of July and August, most churches think it wise to continue the work, even 
though the number of pupils is small and the regular corps of workers is 
broken up. For the benefit of these schools a tenth group of lessons is giv- 
en, having for its object the adjustment of the altruistic sentiment aroused 
by the previous lessons to the environment of the child, the encouragement 
of interest in, and activities on behalf of, others, and, closely associated with 
this, the inculcation of the idea of growth as preparation for service. This 
latter theme is so vividly pictured in nature at this season of the year, that 
it is especially forceful. It may seem best to shorten the service during this 
month, and this can easily be done by combining the conversation with the 
lesson-story, and making it simply introductory to the story. Or perhaps 
a connected series of brief conversations upon some theme from nature may 
be introduced. Too much cannot be done at this season to bring the chil- 
dren into sympathetic touch with the common phenomena of nature — birds, 
flowers, trees, insects, etc. 

LESSON XXXVI 

Ube (rbtlt)ren of ®ur ffatber 

AIM OF THE LESSON 

The aim of this lesson is to present to the children a definite field of activity 
and sympathy. This should not be presented and dropped, but the children 
must be enthusiastically guided in the particular form of activity which 
they decide to undertake on behalf of the children of the cities. 

170 



THE CHILDREN OF OUR FATHER 171 

Personal joy in giving, if instilled into the child, will not forsake the ma- 
ture man or woman. 

PREPARATION OF THE LESSON 

Work carefully over the conversation, whether you intend to use it inde- 
pendently or as an introduction to the main talk. 

Literature upon the subject of the Fresh Air Fund may be secured by 
addressing the Bureau of Charities in any large city. In most localities 
someone connected with the work may be found, or perhaps someone con- 
nected with the Salvation Army work for children, which is of similar 
character. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " The earth is hushed in silence" (For words and music see p. 189, Stanzas 

I, 2, 3, sO 

Informal Conversation — 

Leader and Children: Recall the early lessons upon the family, especially 
brothers and sisters. Prince Harweda, and Jacob as types of selfishness. 
Call for the singing of Jesus' rule of life, and lead to the thought of the beauty 
of unselfishness. From that pass to the thought of our common brotherhood 
under God the Father, and a sense of desire and responsibihty for the exten- 
sion of our blessings to other children of our Father. 

Song— (For music see p. 230.) 

He prayeth best who loveth best 

All things both great and small; 
For the dear God who loveth us, 

He made and loveth all. 

Prayer — 

Leader: "Our Father, we thank thee for the sunshine. We thank thee 
for health and strength, for all the beautiful things which seem to us com- 
mon because they are so plentiful; but we remember, our Father, that there 



172 CHILD RELIGION IN SONG AND STORY 

are children who are not so happy, who have no sunshine, and but little light, 
no clean houses and clean clothing, no grass and no beautiful trees about 
them. Our Father we want to think of these children as our httle brothers 
and sisters. We want to help them to share all that thou hast so freely given 
to us. We know that thou dost love them as thou lovest all thy children, 
and that what thou hast given to us is for them too. Help us to find them 
and to share with them. In Jesus' name we ask it. Amen." 

Song-Text — (For music see p. 229.) 

Like as a father pitieth his children, 
So the Lord hath mercy on them that fear him; 
Like as a father pitieth his children, 
So the Lord hath mercy on them that fear him. 

Song — (For music see p. 204.) 

From the bright blue heavens, with the With a father's kindness, gives him daily 

angels mild, bread, 

God, our loving Father, looks on every child: Shields from ev'ry danger ev'ry little head; 
Lovingly he listens, to each little pray'r; Tell all little children of this Father true; 

Watches ev'ry footstep with a father's care. Who will ne'er forsake them if his will they 

do. 

Text Exercise — Texts appropriate to this series : 

Matt. 10:42 — "And whosoever shall give to drink unto one of these little ones a cup 
of cold water only, in the name of a disciple, verily I say unto you, he shall in no wise lose 
his reward." 

Eccles. 9: 10 — ''Whatsoever thy hand findeth to do, do it with thy might." 

Matt. 7: 16 — "By their fruits ye shall know them." 

March-Song and Offering — " We come to thee^ our Father,^^ (For words and music 

see p. 218.) 

Lesson-Story — 

Leader: Let the story be a presentation of the conditions under which 
the very poor in the cities Hve. It should be given largely in the form of 
concrete cases in which the children will be interested. This introduction 
may lead up to a description of the work of the Children's Fresh Air Fund 
and an appeal to them to aid in it. Such aid may be the contribution of 
money, if possible obtained by some exertion of the children themselves, 



THE CHILDREN OF OUR FATHER 173 

or, if in the country, the participation in the entertainment of children from 
the city sent out by the society. It is always better to make the work so 
definite that a report can later be given to the school. If only a small con- 
tribution can be given, a particular child may be sent to the country, and the 
report of that child's visit given to the school. 

Song — (For music see p. 242.) 

I think, when I read that sweet story of old, I wish that his hands had been placed on my 

\Vhen Jesus was here among men, 
How he called little children as lambs to 
his fold, 

I should like to have been with them then. "Let the little ones come unto me." 



\Vhen Jesus was here among men, ^, head, , , , , 

That his arms had been thrown around me, 
And that I might have seen his kind looks 
his fold, when he said, 



Yet still to his footstool in prayer I may go, In that beautiful place he is gone to prepare 
And ask for a share in his love; For all who are washed and forgiven: 

And if I earnestly seek him below, And many dear children are gathering there, 

I shall see him and hear him above — "For of such is the kingdom of heaven." 

Group-Work — 

Group-Teachers and Children: It may be well to take the time of the group- 
work in connection with this lesson to discuss practical ways in which the 
children may follow out the suggestions of the speaker. This matter should 
be governed by the leader. If no general movement is to be engaged in by 
the whole division, the individual classes under the group-teachers may 
form plans of their own. The children may together dictate a joint letter 
which shall be used in securing information, offering service, or in some way 
taking an actual step toward the prospective work. The new page of the 
notebooks gives an appropriate text to be emphasized and illuminated. 

Song — "Can a little child like me.^^ (For words and music see p. 208.) 

Birthday Offering and Welcome to New Pupils — 

Song — "Praise ye the Father ^ his love is everlasting,''^ (For words and music see 

P- I93-) 

Closing Sentence — 

All: (See p. 8.) 



LESSON XXXVII 

XTbe Xlbouabttulness of a Xtttle /IDaib 

AIM OF THE LESSON 

The aim of this lesson is to lead the children to see that the smallest acts 
of thoughtfulness may lead to great results. 

PREPARATION OF THE LESSON 

To tell the story as suggested below will require much study and care in 
preparation. First study the chapter carefully, making note of anything 
in the way of local color which you would like to introduce to give the story 
its proper background. Look up on the map the locality in which Elisha 
worked. Locate the httle girl in that neighborhood, and make a mental pic- 
ture of her early home. Look up the Syrian wars in the raids of which she 
was taken captive. Study the outUne suggested for the story, and improve 
upon it if possible. 

ORDER OF SERVICE AND PREPARATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 

Song — " The earth is hushed in silenceJ^ (For words and music see p. 189, Stanzas 

I' 2, 3, 5.) 

Informal Conversation — 

Leader and Children: Recall the story of the ''Widow's Mite," and lead 
the children to see an expression of the possibly great value of very small 
gifts. Lead to the further thought that some small act of kindness may 
mean a great deal more than it at first appears. 

Song — (For music see p. 241.) 

Work for the night is coming, Work for the night is coming, 

Work through the morning hours; Work through the sunny noon; 

Work, while the dew is sparkhng, Fill brightest hours with labor, 

Work 'mid springing flowers; Rest comes sure and soon; 

Work, when the day grows brighter, Give every flying minute 

Work in the glowing sun; Something to keep in store; 

Work, for the night is coming, Work, for the night is coming. 

When man's work is done. When man works no more. 

174 



THE THOUGHTFULNESS OF A LITTLE MAID 175 

Work, for the night is coming, 

Under the sunset skies; 
While their bright tints are glowing, 

Work, for daylight flies: 
Work, till the last beam fadeth — 

Fadeth to shine no more; 
Work while the night is darkening, 

When man's work is o'er. 

Prayer — 

All: ''Our father, we thank thee for our free country. We bring to thee 
our grateful praise that in this land we pray to thee, and ask thy care and 
favor. Help us to grow, day by day, into strong men and women. Help us 
always to keep the laws of our land. May they be to us as thy laws. We 
love our country. Help us to make it the greatest country in the world. For 
Jesus' sake we ask it. Amen." 

Song — (For music see p. 230.) 

He prayeth best who loveth best 

All things both great and small; 
For the dear God who loveth us, 

He made and loveth all. 

Psalm 24 — Part 2^ 

Lift up your heads, O ye gates; 

And be lifted up, ye everlasting doors: 
And the King of glory will come in. 

Who is the King of glory ? 
Jehovah, strong and mighty, 

Jehovah, mighty in battle. 
Lift up your heads, O ye gates; 

Yea, lift them up, ye everlasting doors: 
And the King of glory will come in. 

Who is this King of glory ? 
Jehovah of hosts. 

He is the King of glory. 

Song-Text — (For music see p. 243.) 

Suffer the little children to come unto me, 

And forbid them not, 

For of such is the kingdom of heaven. 



1^6 CHILD RELIGION IN SONG AND STORY 

Text-Exercise — For texts appropriate to this series see p. 172. 

Song — (For music see p. 238.) 

Can you count the stars, that brightly Do you know how many children 
Twinkle in the midnight sky ? Rise each morning, blithe and gay ? 

Can you count the clouds, so lightly Can you count the little voices, 
O'er the meadows floating by ? Singing sweetly, day by day ? 

God, the Lord, doth mark their number, God hears all the little voices, 

With his eyes that never slumber. In their pretty songs rejoices, 
He hath made them, ev'ry one. He doth love them, ev'ry one. 

Lesson-Story — 

Leader: Tell the story of the service of the little girl to Naaman, her 
master, as found in II Kings, chap. 5. 

If possible tell this story from the point of view of the little girl herself, 
after some such outline as the following: Her early home in Israel; the 
stories which she had heard of the prophet Elisha, perhaps some sight of 
him long before, especially the story of the Httle boy whom he had raised 
to life (chap. 4) ; the coming of the army, and her journey into Syria with 
the soldiers; the gift of herself by Naaman to his wife, the early homesick- 
ness, and then the affectionate service rendered; the ilhiess of Naaman; 
her thought of EKsha and his power, but her fear to mention it, her 
final courageous resolution to recommend through her mistress an appeal 
to Ehsha ; the anxiety of the Httle girl and of Naaman's wife until Naaman 
shall return from the journey. From this point let Naaman tell briefly the 
story of his journey, his joy and his perfect cure being shared by all his house- 
hold. Dwell finally upon the satisfaction of the Httle girl in the fact that it 
was her Httle act of courage which saved her master. 

Song — (For music see p. 230.) 

The King of love my Shepherd is, Perverse and foolish, oft I stray'd, 

Whose goodness faileth never; But yet in love he sought me, 

I nothing lack if I am his, And on his shoulder gently laid, 
And he is mine for ever. And home, rejoicing, brought me. 

And now, through all the length of days. 

Thy goodness faileth never; 
Good Shepherd, may I sing thy praise 

Within thy house for ever. 



THE THOUGHTFULNESS OF A LITTLE MAID 177 

Group-Work — 

Group-Teachers and Children: Talk about the little girl. Invite the 
cliildren to ask you questions about her, and answer them as best you can, 
promising to find out all that you do not now know. Answer later any which 
you cannot answer now. Have the Bible story before you and purposely 
answer some of the questions from the Bible in order to impress the chil- 
dren with the fact that the story is in the Bible. 

Upon the new page of the notebook let the children paste the picture of 
the Jordan river. Then let each make up an original sentence to constitute 
the text for the day, letting it represent the value of the thoughtfulness of 
the maiden, and her decision to act. Guide them as before in this exercise 
and see that the text really represents some important suggestion of a teach- 
ing from the lesson. 

Song — ^^ But the Lord is mindful of his OWn.^^ (For words and music see p. 200.) 

Birthday Offering and Welcome to New Pupils — 

Song — "Jewels.^' (For words and music see p. 202.) 

Closing Sentence — 
All: (See p. 8.) 



LESSON XXXVIII 

ITncrease ot powers witb 'Clse 

AIM OF THE LESSON 

The aim of this lesson is to lead the children to feel that power is something 
which grows with cultivation, whether it be in the form of natural endow- 
ment, or of intellectual, spiritual, or material capital. 

PREPARATION OF THE LESSON 

Work carefully over the conversation. View the introduction to the 
story critically, and substitute something else if this does not seem to you 
satisfactory. Study carefully the story contained in Luke 19:11-26. Look 
up this story in the Lives of Jesus, and in the commentaries, but do not 
make it compHcated from a theological point of view. For the comprehen- 
sion of the children it is very simple in its lesson. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 
Song — '' The earth is hushed in silence,^' (For words and music see p. 189.) 

Informal Conversation — 

Leader and Children: Let the children recall for you the story of Jack 
and the Beanstalk, and the rapid growth of the beanstalk. Let them com- 
pare this with the process of growth which they see all around them, as to 
time, results, etc. ''Was the first story true ? Is it only by waiting patiently 
that we see results in nature ? Did you ever think how much patience God 
must have to wait so many years for a tree to grow, perhaps a hundred years, 
or for a boy to grow a man, twenty-five years before he can give his best 
strength and energy to working for God ? Can we help about this matter 
of growing at all ?" 

178 



INCREASE OF POWERS WITH USE 179 

Song — (For music see p. 241.) 

Work for the night is coming, Work for the night is coming, 

Work through the morning hours; Work through the sunny noon; 

Work, while the dew is sparkling. Fill brightest hours with labor, 

Work 'mid springing flowers; Rest comes sure and soon: 

Work, when the day grows brighter, Give every flying minute 

Work in the glowing sun; Something to keep in store; 

Work, for the night is coming, ' Work, for the night is coming, 

When man's work is done. When man works no more. 

Work, for the night is coming, 

Under the sunset skies; 
While their bright tints are glowing. 

Work, for daylight flies: 
Work, till the last beam fadeth — 

Fadeth to shine no more; 
Work while the night is darkening, 
Prayer — \Vhen man's work is o'^r. 

All: 

Dear Father, I come with the morning light. 
To ask thy hand to guide me aright; 
Keep me from sinning, and show to me 
How a Httle child may be helpful to thee. 
Song — (For music see p. 230.) 

He prayeth best who loveth best 

All things both great and small; 
For the dear God who loveth us. 
He made and loveth all. 
Song — (For music see p. 206.) 

Introduce by a word about planting, cultivating, and harvesting — 

We plough the fields and scatter 
The good seed o'er the land; 
But it is fed and watered 

By God's almighty hand. 
He sends the snow in winter. 

The warmth to swell the grain. 
The breezes and the sunshine, 
And sweet refreshing rain. 
Chorus: 
All good gifts around us 

Are sent from heav'n above; 
Then thank the Lord, 

O thank the Lord for all his love. 



i8o 



CHILD RELIGION IN SONG AND STORY 



He only is the Maker 

Of all things near and far: 
He paints the wayside flower 

He lights the ev'ning-star; 
The winds and waves obey him, 

By him the birds are fed; 
Much more to us, his children, 

He gives our daily bread. 

Chorus 



We thank thee, then, O Father, 

For all things bright and good, 
The seed-time and the harvest. 

Our Hfe, our health, our food; 
Accept the gifts we offer. 

For all thy love imparts. 
And what thou most desirest, 

Our humble, thankful hearts. 
Chorus 



Text Exercise — For texts appropriate to this series see p. 172. 

March-Song and Offering — ^'We come to thee^ our Father. ^^ CFor words and music 

see p. 218.) 

Lesson-Story — 

Leader: "What did Jack of the Beanstalk do with the beans which he 
had?" (Planted them.) "Suppose that he had not planted them, would 
there have been any story? If we have seeds, we must do something with 
them ourselves before they will grow, must we not ? How is it with people 
who are rich, who were once poor. They had a few pennies, and they made 
more of them by buying and seUing. How does your arm get muscle ? 
By working the muscle which it already has. Growing well involves culti- 
vating. Jesus wanted people to know that, and so one day he told a stor\^, 
so that people would not only know that using power brings power, but that 
they would remember it too. I am going to tell you that story." Tell here 
in a simple way the story found in Luke 19 : 11-26, the parable of the pounds. 
Let all the emphasis rest upon the reward of industry, and the necessity for 
the use of powers if we would have them grow. 



Song- 



(For music see p. 226.) 



Brooks down the mountain side 

Rush with a song, 
Seeking the rivers wide 

Where they belong; 
Flowing increasingly. 

Growing unceasingly, 
Down to the mighty sea — 

Splendid and strong! 



So are our human lives 

Starting Hke rills ! 
Swiftly the current strives 

Down from the hills. 
Wider each hour to be, 

Fuller each power to be, 
Till God's eternity 

Life's course fulfils. 



INCREASE OF POWERS WITH USE l8i 

Group-Work — 

Group-Teachers and Children: Let the children turn back in the note- 
books, and each tell some story recalled by the picture. Spend considerable 
time in thus reviewing the notebooks. In each case where a text appears 
let the children note the appropriateness of the text to the story. Suggest 
as an appropriate text for the new page: ''Whatsoever thy hand findeth 
to do, do it with thy might," and let it be written in the square. If the 
children desire they may originate some appropriate decoration for the 
border. 
Song — (For music see p. 236.) 

The future lies before me, 

To build fair mansions o'er me 
By works of courage, deeds of love, 
Aspiring thoughts that lead above — 

My castle thus shall stand, 

Eternal, fair, and grand. 

Birthday Offering and Welcome to New Pupils — 

Song — ^' Praise^ my soul, the King oj heaven.^' (For words and music see p. 240.) 
Closing Sentence — 
All: (See p. 8.) 



LESSON XXXIX 
H (3oob XTree Brings jfortb GooD ffrutt 

AIM OF THE LESSON 

The aim of this lesson is to lead to the thought of the natural result of 
growth and cultivation, and to inspire the children to give evidence of such 
growth. 

PREPARATION OF THE LESSON 

The story here called for is one seldom used in teaching children, yet one 
full of interest if rightly presented. Look up Isaiah, chap. 5, in the commen- 
taries, and study it carefully. You will learn Httle about it that you can 
give to the children, but you will gain a background for yourself. For the 
children the simple natural parable is sufficient. 

ORDER OF SERVICE AND PRESENTATION OF THE LESSON 

Appropriate greeting from the leader; response from the school (see p. 2). 
Song — " The earth is hushed in silence,''^ (For words and music see p. 189.) 

Informal Conversation — 

Leader and Children: "Last Sunday we talked about cultivating things 
to make them grow. When you work hard over a rose bush and do the 
best you can to make it grow, does it sometimes disappoint you ? Does it 
look green and fresh, and yet have no roses upon it ? Did you ever see an 
apple or a fruit tree that looked fine and healthy, but had no apples or fruit 
upon it?" Give opportunity for many answers. ''What do you think of a 
tree Hke that ? There is something wrong with it is there not." 

Lead to the thought of the growing boy or girl. Draw from the children 
the thought that the proper fruits for boys and girls to yield, after all the care 
of the heavenly and the earthly parent, are kindness, gentleness, love, service, 
unselfishness, etc. 

182 



A GOOD TREE BRINGS FORTH GOOD FRUIT 



183 



Song— 



We plough the fields and scatter 

The good seed o'er the land; 
But it is fed and watered 

By God's almighty hand. 
He sends the snow in winter, 

The warmth to swell the grain, 
The breezes and the sunshine, 

And sweet, refreshing rain. 

Chorus: 
All good gifts around us 

Are sent from heav'n above; 
Then thank the Lord, 

O thank the Lord for all his love. 



(For music see p. 206.) 



He only is the Maker, 

Of all things near and far; 
He paints the wayside flower 

He lights the ev'ning star; 
The winds and waves obey him 

By him the birds are fed; 
Much more to us, his children, 

He gives our daily bread. 

Chorus 

Prayer — 

All (repeat): 

Father, dear, I fain would thank thee 
For my long, refreshing sleep, 
And the watch that thou did'st keep, 
While I slumbered soft and deep, 
O'er thy child so lovingly. 
So lovingly. 



We thank thee, then, O Father, 

For all things bright and good, 
The seed-time and the harvest. 

Our life, onr health, our food; 
Accept the gifts we offer. 

For all thy love imparts. 
And what thou most desirest, 

Our, humble, thankful hearts. 

ChorUrS 



All that I today am doing, 
Help me. Lord, to do for thee, 
May I kind and helpful be, 
Only good in others see. 
Try to serve thee faithfully. 
Serve thee faithfully. 



Song-Text — (For music see p. 227.) 

Whatsoever ye would that men should do unto you. 
Do ye even so unto them. 
Song — (For music see p. 235.) 



God sends his bright spring sun 
To melt the ice and snow, 

To start the green leaf buds. 
And make the flowers grow. 



God sends his love to us. 
To make our goodness grow. 

Let us be sweet like flow'rs, 
That in the garden blow. 



i84 CHILD RELIGION IN SONG AND STORY 

Text Exercise — For texts appropriate to this series see p. 172. 

March-Song and Offering — " PFe come to thee, our Father J^ (For words and music 

see p. 218.) 

Lesson- Story — 

Leader: "Long ago the Bible people whom God chose to be his people 
kept forgetting that Jehovah was their God, and worshiped the gods of other 
peoples. God sent his messengers, the prophets, to tell them that he would 
not allow them to worship other gods, and often they did not Hsten to the 
prophets, but went right on doing all sorts of things which were hateful to 
God. There was an old prophet who could not get the people to Hsten to 
him. They called him an old 'prater,' and said that he did not know 
what he was talking about when he told them that God would punish them 
for forgetting him, and for worshiping other gods. So one day the prophet, 
whose name was Isaiah, tried a new plan. The people were having a festi- 
val, and many of them were gathered together, when suddenly Isaiah came 
before them and said he would sing to them a song, a love song. Of 
course they were dehghted at that. He knew that he could say things in a 
song story that the people would never listen to if he said them straight out. 
The old prophet had been thinking about the trees, and the fruit which they 
bore after the gardner had done his best to cultivate them. But in his country 
there were many grapevines ; they were all about him when he was speaking, 
whole vineyards of them in sight. Great care was taken of the grapevines, 
for they bore the grapes which were made into wine, and sold, and many 
famines grew rich from the proceeds. 

"He said to himself this wicked people are just Uke a vineyard without any 
grapes, or with only sour grapes which have never been cultivated. God 
will be very angry with this people and will stop taking care of them and 
leave them to their enemies, unless I can make them Hsten to me. I must 
somehow teU them so. So he sang his song." Give here the story, chapter 5. 
Verses 1-7 may be given with few modifications. Verses 8-30 may be con- 
densed as follows: "You have been trying only to get rich yourselves, and 



A GOOD TREE BRINGS FORTH GOOD FRUIT 185 

crowding out the poor; you drink and carouse, and hold great feasts, and 
forget God; you do not listen to those who try to teach you the truth about 
God, but only to those who tell you pleasant things. God is going to send 
a nation to war against you. It will come hke a great lion and eat your land 
up. It will carry your people away into another land and make slaves of 
them. That wall be a dark day for you if you do not listen to me and begin 
to bring forth good fruit, such as your God has a right to expect after all his 
care." 

Question the children briefly as to the fruit which God might have expected. 

Song — ( For music see p. 223.) 

Father, lead me day by day, When in danger, make me brave; 

Ever in thine own good way; Make me know that thou canst save; 

Teach me to be pure and true; Keep me safe by thy dear side; 

Show me what I ought to do. Let me in thy love abide. 

When I'm tempted to do wrong, 
Make me steadfast, wise, and strong; 
And when all alone I stand. 
Shield me with thy mighty hand. 

Group-Work — 

Group-Teachers and Children: Recall what was said by the leader con- 
cerning the fruit which the Lord might have expected from his vineyard, the 
people of Israel. 

Suggest the class as a vineyard of the Lord. Let the children recall by 
name specifically the many things which God has given them, and all that 
he has done for them to make them good, strong, healthy vines. Then let 
each -^Tite in the oval left on the page the names of some of the "fruits of 
the spirit" which God has a right to expect from them. Let it be entirely 
original and simple. 

After this the fruits in the border may be colored. 

Song— ''Work, for the night is coming'' (For words and music see p. 241, Stanzas i 

and 3.) 



1 86 CHILD RELIGION IN SONG AND STORY 

Birthday Offering and Welcome to New Pupils — 

Song — " Can a little child like me,** (For words and music see p. 208.) 

Closing Sentence — 
All: (See p. 8.) 



SONGS 



THE LORD'S OWN DAY 



Mendelssohn 




The earth is hushed in 



si - lence, . Its cares now flee a 



bells are sweet - ly ring - ing, Their clear toned voic - es 



The 

•O call of love and du - ty! Who would not praise and 

He cheers the wea - ry heart - ed, He shows the heaven -ly 

Come all ye— thank -ful peo - pie! Why should one soul de 
P 



inM p ip [I ^^ 




I 



way; Let all things bow in 

say; Ye peo - pie come and 

pray, And thank the Lord of 

way To those who kneel be 

.lay To greet the. Lord of 

1 



rev' - re nee 
wor - ship 

Heav - en 
fore _Him_ 

Heav - en 



On this the Lords own 

On this the Lords own 

Off this His cho - sen 

On this His ho - ly 

On this His ho - ly 



^•j-, .- F i T^ r^ 



r I r r\i \ ^ ^ ^ 



^^ 




- / 



^ 



i' lii \ i i i fi ^ 



on this, • the 

on this, the 

on. this, His 

on this, His 

"on this, His 



Lord's own 

Lords own 

oho - .sen 

ho - ly 

ho - ly 



day! 
day-! 
dayl 
dayl 
dayl 




From Fifth Reader, Ed. ]Mus. Course. Ginn & Co., publishers, by permission. 



190 



CHILD RELIGION IN SONG AND STORY 
MORNING PRAYER 



Andante. 



J J P p I f p p ^' I 



M' - 1 r- p p- 



1, Fath .-_er dear, I fain would thank^Thee For my long, re -fresh -ing 

2. All that I to - day am do - ing, Help me, Lord, to do for 




sleep, And the watch that Thou didst keep, While 1 slum - bered soft and 
(Thee, May I kind and help-ful be, On - ly good' in -oth-ers 




deep, O'etvThy child so lov - ing 
see, Try to se'rve thee feith - ful 



ly, ^' So - lov 

ly. Serve thee faith 



ing 
ful 



ly. 




Copyright 190:, Silver, Burdett & Co. 



SONG TEXT 




AH thing-s come of Thee, O Lord-, and of Thine own hsxe we giv - en 



Thee. 



SONGS 



191 



HOLY, HOLY, HOLY 



J. B. Dykes 




1. Ho - ly, ho - ly, 

2. Ho - ly^ ho - ly, 

3. Ho - ly, ho - ly, 



ho 
ho^ 
ho 



ly!_ 

ly! — 

ly!_ 



Lord God Al 
all the saipts a 
tho the dark - ness 



might - y! 
dore Thee, 
hide Thee, 




tMr 




=^ 






-r^.^^ 


J= 


^= 


H —,— 




^ 


=, 


E 
C 

1 


f — 1 

ar - 
ast - 1 
^ho t 


y 

he 


in t 
down t 
eye 

f 


he 
^eir 

Df 

9 


morn - ing, our 
gold - en crowns a -^ 
sin - ful man Thy 

1 J^J r t= 


song -shall 
round the 
glo - ry 

rp— g- 


rise to 
glass - y 
may not 




s 










+a^ r r 


\=^ 




E- 1 




J 


^ 




Thee. Ho - ly, ho - ly 

sea, Cher - u - bim and 

see, On -* ly Thou art 



mm 



^ 



ho 
s6r 
ho 



ly! mer - ci - ful and 

a - phim fall - ing down be 

ly; — 



there is none be 



Jst 



i 



J , y- j 



m 



^ 



Tf=r 



f=^ 



m 



J IJ :l :! IJ rL^r^ ^ 



migh - ty! Which wert, and art, and ev - er more shalt be. 

fore Thee, Which wert, and art, and ev - er more shalt be; 

side Thee, _Per -_fect in pow'r in love, and pur- i - ty. 



A - men. 



192 



CHILD RELIGION IN SONG AND STORY 



ONWARD, CHRISTIAN SOLDIERS 



Sullivan 




On - ward, Chris-tian 

Like^ a migh - ty 

Crowns and thrones may 

On - ward, then ye 



sol - diers, 

ar - m] 

j)er - isi 

peo - pie, 



5h, 



March - ing as to war. 

Moves the Church of. God; 

King-doms rise and wane, 

Join our hap - py throng, 



m 



i f N j J J 



^^ 



With the Cross of Je - sus 

Bro - thers, we are tread- ing 

But the Church of Je - sus 

Blend with ours your voi - ces 



Go - ing on be - fore. 

WTiere the Saints have trod; 

Con -st ant will re - main-. 

In the tri - umph song; 



Christ, the Roy-al 
We are not di - 
Gates of hell can 
Glo - ry laud and 



i 



i \v \ i j-j \ u ^m 



w 



w m zr 

Forward in -' to bat - tie, 
One in hope and doc- trine, 
We have Gods own pro^^se, 
This throu^ countless a - ges, 



m 



vMas - ter, 
vi - ded, 
nev - . er 
hon - , or 



Leads a - gainst' the 
All one bo - dy 

Gainst the Church pre 
Un - to Christ the 



foe, 
we, 

vail; 
King, 



^m 



n ,^-j 



p J f P .1^4^ 



^ 






^ 



See^his ban-ner 'go. 

One_in._ cha-ri - ly. 

And that can-not fail. 

Men and. an- gels sing[^ 1 



On-ward, Christian sol - diers, March-ing as' to 




SONGS 
PRAISE YE THE FAIHER 



193 

Gounod 



\hr - 1 


J , 


MB 


1 ^-1 


^ ^P . il>''^W. » — 1 




I J J J 1 q 


Praise ye the 






Hi j 

^ ^ r r 


S' 1 — 




./ b '' Z3^ 


'r ^ J ' 


^Jj[[ 


^^-i-f — J 






Path - er',_ His love is ev- er - last - ing. Praise ye- the Path- er, Let 




all theearthgive thanks- to Him! Hon-or and glo - ry Be un- to Him for - 



^ 



^ 



^m 



^m 



^ 



^^ 




^^r- pj n-i JJ'ii i r . i J i ^,J J J i Tp-pr^ 



ev - er more. O God rof mer-cy,Thy chil-dren raise their song_ to Thee. 



194 



CHILD RELIGION IN SONG AND STORY 




Great __ is the Lord who hath shown his glo-rious powr, Who giv-eth 




yk i ' ^^^^^ ^^ g^^^ 



iJ I' JJi 



m 



|i J i i''Nj_^J J' J I J jTJ r i r'ppr 



tO: 



Great is the Lord who hath giv-cn Ub the vie - to-ry! With 




love and powr He rul-eth theworId;A - rise and praise ye the Fath-er! 



SONGS 



195 



p-. i ; J! JMiJ J J! -^ i r r ■'• p i r J- ^ 



Glo - ry to the Fath - er, to the Fath-er ev - er - last - ing; 



i 



m^ 



^^ 



m 



^gi 



f 



^ j J t_,n i f J Lj' i f f n ^ 



i 



¥ 



^r f ji ^' u c J T r" i r r'* 



GIo - ry to the Fath - er \\ho hath made the earth and heav'n! 




1^ f [ J I ji n: nt u: ^^ 



^^ 



# 



^ 



i 



Jm J J J 



f/ P P P, p. 



^ 



Loud - ly let the voi - ces ring. Loud - ly_praise our migh-ty Lord and KingT 




Chil-dren come^ before his pres-ence with a song, and praise ye_ the Lord! 



196 



CHILD RELIGION IN SONG AND STORY 
MOTHER DEAR 



OEHilE 



Andante. J!? 



r I r ^ r r— ^r- p ^ ^ 



^ 



There's naught I love so ten - der - ly As you my moth - er 




dear, And thots of you they bring: to me The thoughts of God more 




near. I love Him for the 



ft He gave, A gift Id keep al 

it 




way, The dear - est moth -er in the world; She grows more dear each day. 




Copyright 1901, Silver, Burdett & Co. 



SONGS 
ANGELS' CHORUS 

(from the Oratorio of "Eli") 



197 

Sir Michael Coster 




198 



CHILD RELIGION IN SONG AND STORY 



^ 


H= 












i — 1 — 




^resc. 






h h I 


^ 


— rJ 

still, 


=f=1 


d 

small 

n *- 1 — ^ ^ 




voice 

•* »r-i 1— r 


^ 

^-* — 

Thy 


r^r 


God- 


saith 
1 V 


'^ '^ 1 
they that 

n rn 1 






^ 
^ 


^^^ 


^ 
^ 


♦ 


- — i- 




— 

* 


=^#i^ 
=^=^-= 


— i-J 

— 9 — 






feai ■ Him shall heart and soul 



r T]un^ 



vjj^v;jii^ 



^j3^j>;i-nij 



^-^^rj: 



■^f j j j 



J ' J J 



^ 



r-^-r-i 



k^ 1 J J J 



^'ppir^- ^-^^ 



sleep to wake and hear him, In a still small 




^ i \ i 



I 



^ 



■*~r" 



» 




ti j > ^ -^ 



j ^ 'J r 



SONGS 



199 




iOO 



CHILD RELIGION IN SONG AND STORY 

BUT THE LORD IS MINDFUL Mendelssohn 




But the Lord "as mind-ful of His owa_^ He re 




merti-bers His chil dren But the Lord is . mind - ful of His 




' ^ r ^ ' r p r^ 



<^^ 




SONGS 



20I 




r-/-¥J: ^. 



202 



CHILD RELIGION IN SONG AND STORY 



THANKSGIVING HYMN 



Sir George Elvey 



r^ 


Ni=^^. 


^ 




4=^ 


^ 


H 


t=t= 


-f— 


4= 


^ 




-4- 


=^=^ 


F 1 


^ 


^'3. i J ^=^ 


n^ ».^ 


' 1 3 . 


J 


1 < i 


t=^=l 




4. Come, ye thank-Tul 


peo-ple, come, 


Raise the song of 


Har-vest home; 




2. All the' world is 


God's own field, 


Fruit un - to His 


praise .to yield; 




-8. Ev -» en so, Lord, " 


luick- ly come 


To Thy fin - al 


Har-ve^t home: 


^ 


it ,. 7- ft^ > 




^ 


iP f fi 


-1- 


hr 


r-^ 


-H- 


V p ^ 


K 


IL-l-( 


^=4 




' 


l^ 


=^ 


^ 


4- 




^^ 




-1- 


1 


b=^=d 




All is safe - ly 

"Wheat and tares to . 

Gath - er Thou Thy 



gath-ered in. Ere the win 

geth - er sown,- Un - to joy. 
peo - pie in, ' Free from sor 



ter 
or 
row. 



I 



storms be_i_gini 
sor - row. grown: 
free- from, sin; 



^ 



m 



ri 



:ree- irom. 



^ 



lf#= 


-h — 


\ 




-h^ 








=F=i 




h J J 


=f4= 


=4= 


^=, 


F 
T 


rod, 01 

irst th 
here fo 

0^ f 


1 — -^ 

IT M 

ebla 
r- ei 

f 


1 — d — 

ak^- er, 

de and 
/ - er 




do1 
th€ 
pu 


■0 

-h pr 
n th 
r - i 

• 


L a 

- vi 

e e 

- fi 


de 
ir, 
Bd, 


F 
Tl 

I 

-4-* 


3r 

lel 

n 


01 

th 
T 


— d 9 

ir wants to 
e full_corn. 
ly pres-ence 


4-5- 

_be_ 
.shall 

% 

mr- 


..sup .i plied; 

. ap-^pear: 

a_. -bide: 


s 


/ 


^ 




H 


— f 


— & 




=U 




-J 


^F — 


-=t= 


=M 


' 1 



'■ ' / i j i ; /M l 1 1 ,1 1 M.I 

Come to God's own t^m- pie, come Raise the sing > 6f Harvest no 



Come to God's own 
Lord of har-vest 
Come with all Thine 



nth all Thi 



pie, come Raise tne song 
grant that we "Wholesome grain and 
an - gels,come Raise the glo-rious 



Harvest Home, 
pure may be. 
Har-vest home. 




Copyright 1898, by Scott, Forsman & Co. Used by permission of Silver, Burdett & Co. 



JEWELS 



George F. Root 




l."V\Ti'eQ 

2. He 

3. Lit 



2 



will 
tie 



com-eth,^en He 
ga - ther. He will 
chil-dren, lit - tie 



com- eth, 
ga- ther 
chil-dren. 



To 
The 
Who 



make 
gems 
slo^e 



up his jew- els, 
for his king-dom; 
their Re - deeto-er, 



S0NC5 



203 



rrf+ft 


f= 


-K— 


^ 


p: 


^ — 


H 


^ 


^^ 


— 


N=4=^ 


p 




1 — 1 






1=^ 


— 1 — 


^ H 




1 

A 
A 

M 


11 h 
11 t 
re h 

1— 


IS 

he 
is 


jew - els, pre-cious 
pure ones, all' the 
jew - els, pre-cious 

J e £ g q 


3 3. 1 

jew -els, 

bright ones, 

jew - els, 

-* • 


His 

His 
His 


5=3 

lov'd 
lov'd 
lov'd 


and ' his own. 
and his own. 
and his own. 

r r 1 ^ ti II 


,-t^ 


l- 


N 


t 




— ^ 


=i 


^— 


t^ 


^ 


— ^ 


fe' 


■= 


^ 




# 


H" 


^=±=4 


1 



CHORUS. 

A 



!"".r,hj J. I II 1 II n 1^1 ^1 J 1,1 J I 



Like the stars of .the .morn-ing. His brightcrown a - dorn - ing, 



w^^ 



i' i' r-ir I 



^ 



^^ 



f ' ■'■ n I n I I ' I II j" 1 ,1 ,1 J 1 ,1 II 



Theybhall shine in their beau - ty, Bright gems for his 




By permission of John Church & Co. Copyright. 



SONG-TEXT 



Slowly. 



Bless - ed is the man that trust- eth in Thee, in Thee O 



J. > 



^ 



^ 



M. R. K. 




God. 



^^ 



^^ 




Bless -ed is the man that trust -eth in Thee, in whose heart are_Thy ways. 



204 



CHILD RELIGION IN SONG AND STORY 
FROM THE BRIGHT BLUE HEAVENS 



Carl Reinecke 



IB^ 


f.. t h 1 




— « — Jt -S N n 


rJ- 


J^ J il ^h=l 


^ 


^ '^ J) — ^— 

1. From the 

2. With a 

-4+ . , 


H — 

bright 
Fa - 


p J J: J ^p,^ 

blue heav-ens with the 
ther's kind- ness, gives him 


an 
dai. 

1 — 0-^ 


F r f =' 

- gels mild, God our 
- ly bread Shields from 


,V-fff r I . 




r^ r M 




lev - ing fa-ther looks on 
ev' - ry dan-ger ev^- ry 

J. 



ev - ry child; 
lit - tie head. 



Lev- ing -ly he lis - tens 
Teh all lit - tie chil - dren 




to each lit - tie pray'r ' Watch -es ev'- ry foot -step with a fa - therS care. 
of this Fa-ther true, Who will ne'er for- sake them if His will they do 



n ^ 




HARVEST 



S. S. Hymnal 




1. Come,, chil 
2,Xome join 
3. May "we 



'dren lift your voic - ' es, And sing with us to 
our glad pro - ces - sion, As on - ward still we 
by ho - ly liv - ing Thy prais - es ech - o 



day, As 
move, Re 
forth. And 




SONGS 



205 




to the Lord 
joic - iog ^ in 



of 
the 



Har - vest Our grate - ful rows, we 
to ^ kena Of . God our Fa - ther's 



pay. 
love. 



We 

All 



tell Thy bound - less mer - cies To 



all 



the list'- ning earth, May 




^' ' r 

thank Thee, Lord, for 

good is His ere 

we grow up as 



send - ing The gen - tie -show'rs of 

a - tion, All beau - ti - ful and 

branch- es, In Him, the one True 



rain; For 
fair, Birds, 
Vine, Bear 




sum - mer suns which ri- 

in - sects,beasts and fi^h 

fruit to Life E ter 



pend The fields of gold - en grain; 

es Oifr har - vest glad - ness share, 
nal, And be for - ev - er Thine. 



5^ 



^' j.''j ^i [ p} m 



i 



FULL. 



^^ 



1 nl i 



m 



^m 






Come, chil - dren, lift your vojc 



es, And sing with us to 




2o6 



CHILD RELIGION IN SONG AND STORY 



WE PLOUGH THE FIELDS 



Glaeser 



Moderato. 



m-^ 


1 J J 1 F 


ij J 1 


-+— 1 1 \ 


-— f— 


> J J 


T'' t 

1. We 

2. He 
■3. We 


'r r ^ ^ 

plough the fields and 
on - ly is the 
thank Thee, then, 

1 J J 1 1^ 


siat - ter The 
Mak - er Of 
Fa - ther, For 

H — 1 h 


good seed o'er the 
all things near and 
all things bright and 

H — \ 1 


land: 
far: 

good, 


^ a 1 

But 
He 
The 

-^ 1 1 


Ir-^-^ 


-1-'^^ J -■- 


'J i^ 


' ^ J i i 


i 


=M=J 



P/a>' left-hand part one octave lower. 




it is fed and 
paints the way - side 
seed - time and the 



wa - tercd By Gods al-might - y hand He 

flow - er, He lights the ev' - ning star, The 

har - vest. Our life, our health, our food, Ac 




sends the snow in win 
winds and waves - bey 
cept the gifts we of 



ter, The warmth to swell the grain. The 
Him, By Him the birds are fed; Much 

_fer, For all Thy love im -. parts, And, 




breez - es and the 
more to us His 
what Thou most de 



r r 

sun - shine, And sweet re- fresh -ing rain./ 

chil - dren, He gives our dai - ly bread, 

sir - est, Our hum - ble, thank -ful hearts. 



SONGS 



207 



CHORUS 




All gpod gifts a - round us Are sent from heav^ a - bove; 



Then 




WE PRAISE THEE LORD 



Hopkins 



Moderate. 




1. We praise Thee, Lor4,with 
2. '^fhy na - tions all are 
3. Thy hal - low'd name, Thy 



ear-liest morn - ing 
sing- ing night and 
King-dom in us 



ray, We praise Thee 

day, "Glo - ry to 

/dwell; Thy will ,con - 

^ * 1- 




p'ii <\ \ i ^rfi 



.1 J 1 1 I I J J J .1 



with the fad - ing light of 
Thee, the migh - ty God /for 
strain, and feed and guide us 



dayj All things that live and move by sea and 

aye! By Thee, thro' Thee, in Thee all. be-ings 

well; Guafd us, re - deem us in the e - vil 

I 



r r I r 1 1 f 



^ 



^ 



i 



±*: 



1 : 'i i 'i a n 



y at Thy serv - ice stand. 

re peats the song a far. 

ry, Lord, and Thine the powV. A - men. 



.land 
are ! " 
hour: 



For - ev - er read - 
The list-'ning earth 
For Thine- the glo - 



^ 



i 



m 



^m 



Copyright 1898, by Scott, Forsman & Co. Used by permission of Silver, Burdett & Co. 



208 



CHILD RELIGION IN SONG AND STORY 



CAN A LITTLE CHILD Permission of Century Co. 




1. Can a lit lie 

2. For the fruit up 

3. For the sun - shine 

4. For our com - rades 



child, 
on 



like 
the 



warm and 



me, 
tree, 
bright, 
plays, 



Thank the 

For the 

For the 

And our 



Fa - ther 
birds that 
day and 
hap - py 




ting ly? 

sing of Thee 

for ^ the night; 

hoi i days; 



Yes 
For 
For 
For 



oh 
the 
tlie 
the 



yes! 



earth 
les 

joy 



be good 

in beau 
sons of 

ful work 



and true, 

ty drest; 

our youth^ 

and true 



P 



n 



^ t> » ^ 'p F F I 



i-i' J' rs 



i 



I^ovt 
For 
For 
For- 



Pa - tient, kind in 

Fa - ther, moth - er 

Hon or, grat - -i 

That a lit - tie 



■air you 

and the 

tude and 

child may 



do; 

rest; 

truth; 

do; 



the Lord and 

thy pre cicus. 

the love that 

our lives but- 



m 

m 



^ 



F M I T' p F < 



i 



I n \ \ i' i I J 



CHORUS. 



n 



do your part; 
lov - ing care, 
met us here, 
just be - gun; 



Learn to say with 

For thy boun - ty 

For the home and 

For the great gift 



all your'iieart: 

eve - ry -where: 

for the cheer: 

of Thy Son: 



Fa -- ther we 



H F I M n =e£z f F W [v ^ 







thank Thee! Fa-therwe thank Thee! Fa-therm heav-en,we thank Theel 



FF=F-^tfTrr^ ^ [ I r r [ I r r I f i n 



SONGS 



209 



O TELL ME, GENTLE SHEPHERD 



Rev. F. Sewall 




7 

Child. O 

SAep. O 

Cht7d. O 

S/iep. I will 
All. Let us. 



tell 
lis" 
telL 
tell, 
.keep , 



me; gen - tie 
ten, " hap - py' 

me, gen - tie. 
.you, .Chris- tian 
then, .hap. - py 



shep 
chil 
shep 
chil 
Christ 

1 



herd, 
dren, 
herd, 
dren, 
mas,. 



gen_-_.tle. 

J^p -py- 

gen_-,tle., 
Chris -tian. 
hap---_py_ 



j'jj J J nn I II LJ I I f i^ 



shep 
chil 
shep 
chil 
Christ 



herd, gen - tie 

dren, hap - py 

herd, gen - tie 

dren, Chris -tian 
mas, hap - py. 



herd 
dren, 



shep 

chil 

shep 
,.chil 
.Christ. .T>mas 



O 

While_.I 

herd, What_the. 

dren, What_the_ 

Chil - dren, 



tell me what the 

.telL you .what the 

great brightJiost. of 

-great . brightJiost of 

shep - herds, men and 




an^ gel _sang In the. 

an - gel sang .In .the 

an - gels_sang, All_out. 

an - gels sTang, .All_out. 

an -. -gels The "t lest 



.ear_..- ly Christ- mas 
ear J. -_ly .Christ -mas 
-in. the ..fields so. 
^in. the fields so 
song" re - peat - ing 



morn, 
morn.- 
stiU. 
-^tiU:. 
still: 



O . 

*'Fear_- ye, 
What_ the, 
"GI0-. ry_ 
"Glo - ry 



^ 



I r 1" I J M l r I 




tell me. .what the_ 

not, _I bring, good. 

great, bright.host. .of_ 
in the._hijgh_--est, 
in the hig£_-~est, 



^ 



T 



^ 



aa_-_gel:_sang In-the ear_-_ly^ Christ-mas mdrn. 

.^ti --..dings, For_ to day _.the_ Lord _ is born!.". 

an^- gels, isang, • AIL out .in _the fields so_ .still.. 

glo. - ry! Peace.on- earth, to men good_- will!l' 
.glo. - ryl Peace.on '^e^rth, to men good - will!" 

f7\ 



m 



r 



^ 



^ 



2IO 



CHILD RELIGION IN SONG AND STORY 



AS JOSEPH WAS A- WALKING 

Charles Kingsley L. A. Coonley-Ward 




1. As Jo - seph was a - walk - ing, He heard an an -gel sing, 

2. As Jo - seph was a - walk - ing, Thus did tije an- gel sing, 



night 
Ma- 



shall be the birth - night Of Christ, our Heavenly King; 

ry's Son at mid - night Was born to be our King; 



^^ 



This 
And 




His 
Then 




fe 



nei - ther In hous - en nor in hall 



birth- 
be 



i 



bed shall be nei 
you glad, good peo 



ther In hous - en nor in hall, 
pie, At this time of the year; 



^^ 



Noi- 



^ 



n^ 



yFf 



^ 



^ 



d^ , r, J, , 1-, h f: ^^^:^ I .r' J': jr i^ T ^'1 



in 
light 



the place of Par 
you up your cai 



a - dise, But 
dies. For His 



in the 
star, it 



pea .stall, 
shin - eth. .clear. 



SONGS 



211 



He nci - ther shall be rocked" In sil - ver nor in gold, But 



fe 



^j J ] r-n 



nm J. 




[^ J'- J' > J' J J J'' j^ I J^' J' > g 



in the wood - en man ger That li - eth on the mould; 



He 




^^ 



J J J J J- 



^ 



^ ^ ^ ^ 



^ 



j'J' >' J f V i [ J I NiS I 



neith - er shall be cloth - ed In pur - pie nor in pall, But 



^^"J ,1 J .1. J .1 ^ 



J .J J J 



f 



tr-f 




ter j) J) J) J—] ^ J^ -I ^ ;) J^ J' j. ^ 



tf— * 



in the fair white lin 



efl That us - en "ba - bies all 



i 



f 



P 



^ 



ir-f: 



^ ^ ^ ^ ^ If 



:,^Ui 



^p 



From ^ow^,? w Season, A. Flanagan, publisher. By permission, 



212 



CHILD RELIGION IN SONG AND STORY 

CHRISTMAS HYMN Martin Luther 




that I 
child so 



sweet, Your joy that child shall 




SONG TEXT 
P 



M. R. K. 




^^ 



^S 






Be - hold, I bringyougood ti -dings, gopd 



m 



J. J J ii 



m 



w 



^ 



SONGS 



213 




ti dings of great joy For un to you is born this day 




-v^' r f l igf 



I I 




Sa ^ viour, which ' is Christ Xhe Lord! Un - to you is born in the 




i 



I" J' > Ji \ i 



rs 



p r p r p 



cit - y of 



Da - vid. 



A Sa- - ^iour which is Christ the 



m 



^ 



m 



mM 



»^^N^ 



HT 



^ 



V^ a /e/Tjpo 



C/ 




214 



CHILD RELIGION IN SONG AND STORY 



THE BIRTHDAY OF A KING w. H. Neidlinger 




i 



^ Jijiij J J-' 



^ 



Th the lit - tie vil-lage of 



f, ' ' 1 1 m 



^^ 



m 



=5F^ 



t=t 



t=$ 



rjj 



')--\}' p p- IL 



^ ' d ^ 



? 




Beth - le-hem, There lay a child one day, 



And the 




sky was bright with a ho - ly light, O'er the place where Je - sus 



SONGS 



215 



^ 



^ i r r p^ 



^^^^=^^ 



Al - le - lu - ia! O how the an - gels sang, Al - le - 




l <^^'' ^' pr p p I r f 



^^ 



ho - ly light,'Twas the birth-day of a King. 




M 



'Tw&s a 



2l6 



CHILD RELIGION IX SONG AND STORY 



'J J' . ^'' -I pi ^- JO J I J. - Ji J 



hum - ble birth-place, but oh! how much God gave to us thaV 




^ 



J^ j i i J- ^^p r p I'r pr ^ ^ 



From the man - ger be4 what a path has led What a 




SONGS 



217 




Copyright G. Schirmer & Co. By permission. 

SONG TEXT 



M. R. K. 




Our Fath - ^r Our Fath - er, who 



art 




2l8 



CHILD RELIGION IN SONG AND STORY 

MARCH SONG Mendelssohn (arr.) 



In march time. 




l.We 

2. 



come to Thee our 
as our way moves 



Fath - ef) Our. 
on - ward, Thy 



of - fer-ings to 
boun - ty Lord be 




tP .— -^ *— g -^ ir-:;^ 

bring; With hap - py hearts and voi-_- ces, Our. song of praise to sing, 

stow. In - crease our love of giv - ing And cause our gifts to grow, 




^ 



r i rn r i r ^^ 



tb 



We come to Thee our Fath - er, Our hearts with love a - glow, To 
That wfe may help our broth - er And kind - ly do our part- In 




ren - der wil -- ling ser - vice To Thy 
com -fort- ing each oth - er In 



peo - pie here be - low. Our 
giv - ing from the hearf; 'Till 



SONGS 



219 



hands weeing to Thee our Farther, All lov - ing-ly to do Thy 

joy and peace fill all the na - tion, For - ev - er gone all want and 




will, In dai - ly task or pleas- ure Thy word in us ful 

woe, The joy of Thy ere - a - tion Ap - pear on earth be 



^^ 



rj J >j 



* 



^ 



Ti i i 



'h^ r I 



^^ 



^m 




fil ; ^ .WTiile sing - ing and prais - mg Thy chil 



dren come, While 




^h J r r 



^^ 



^^ 



^^ 



sing - ing and prais - ing we come Thy chil -dren come, While 



CHILD RELIGION IN SONG AND STORY 



Repeat l^i verse 
to'Titie. 
1 




sing - ing and prais - ing Thy chil - dren glad-Iy come. And come. We 



'y'Aii|j:JiJ|i"^ 



f 



m 



^ 



^^ 



J j. ^^a^ 



^m 



i 



4-^ — ^ 



L. /^ 




K -1 1 


;^— s 


HOLY NIGHT 

K 1 q=i — , 


,^- 


1 ^1 

J. 1 J 


Tyrolese Hymn 

- J^ j'- ■ 




1. 

2. 
3. 

4. 


Ho - 
Ho - 
Ho . 
Ho - 

ft 


ly night! 
ly night! 
ly night! 
ly night! 

__ E W-l 


si 

si - 
si - 
si - 

-f 


lei 
lei 
lei 
ler 


it n 
it n 
It n 
it ni 


ght 
ght 
ght 


All 
Guid - 
Wend' 
Shep - 


is calm 
mg star, 
rous Star, 
herds saw 


all 
lend 
lend 
won 


is bright, 
thy ligMl 
thy light! 
- d'rous light, 

e r 1 


«^ 


? — 


" 


P P- ' 


t=f= 


^ 


=q 




■—J 


P 


9-=^ 1 


M^ 


b f" ' 




Round yon Vir- gin moth - er and child. Ho - ly in-fantten - der and mild 

See., the east - era wise men bring Gifts and iiom - age to our King 

With the an - gels let us sing Hal - le - lu - jah to our King! 

Waked by an - gels' glor - ious strain Peace on earth good - will to men. 




f#^h= 


-H 


t- 


¥ 


¥^ 




^j-^ 




— 


=^^ 


!5 — K 


—T—- H 


Rests 

1 Is; 

Christ i 

m 1 


j — 

in he 

IS 
IS 

s 


r- ' 

av - e 
Chrisl 
Chrisi 
bom 

p.- 


m - 


S 
LS 

m 


here! 
deed! 


••; 


Rests 

Christ 


1 

SI 
SI 

i 


n 

JS 

as 
s 

wz 


heav - er 
Christ 
Christ 
born 


r-.ly 
is 
is 
in - 


peace. 
here! 
herel 
deed! 

i m. H 


-JL- 1 


p 


P 


r 


t 


MM 








^ 


— J^ • 


t=it=J 


1 f f " 



SOXGS 
CAROL, BROTHERS, CAROL 



221 



Rev. W. a. Muhlenberg 



CHORUS. 



('^ 


1, .V ^ A 


h 


N 




h 


■ , h 


b _h 


h 


. i_ 


"W 


■3 ; ; 


-^L^ 


— ?» — 


='=T 


— H- 


— 1^ 1^ i 


r T — ^-^ 




Car . ol, 

i/t! r ^ 


broth -e 


rs, 

« 


car 


. ol, 

— * 

— i *- 


Car - 

I 1, 


ol joy - ful 

F, I F = 


1 r - 1 




-^=H= 


-^ ' 


h^ 


^ 


=T^ 


t ^' 


P' P ^ 


^^ — 


— ^ 2 1 



9J M ' I ' .^ I '^ f I ^ » ^ h J=T 



Car - ol the good fi - dings 



Car - ol mer - ri - ly, And 




i 



^ 



^ 



^ 



J' J' I J 



^ 



^^ 



pray a glad - some Christ- mas For all good Chris -tian men 




tr — K — y~Y ^ 

Ca - rol, but with glad - ness 
List'- ning an - gel mu - sic 



Not in songs of earth; 
Dis - cord sure must cease 



222 



CHILD RELIGION IN SONG AND STORY 




On the Sa - viour's birth - day 
Who dare hate his broth - er 



al - lowed be our mirth; 
On this day of peace? 




While 
While 



^m 



a thou - sand bless - ings 
the heav'tis are tell - ing 



Fill our hearts with glee; 
To man-kind good -will, 



i 



i 



± 



^m 



^ 



D. C. Chorus. 

rs rs r:\ r\ 




Christ- 
On - 



mas_day well keep 
ly love and kind 



The 

ness 



Feast of-Cha - ri 
Ev - ry bo - som 



f 

fill. 

rs 



^ ^ >^ 



SONGS 
SONG TEXT 




1. Fa - ther^ _ _ 

2. When in dan-ger 
8. When I'm tempt-ed 
4; When my heart is 



day by day, 
makem.e brave; 
to do wrong, 
full of glee, 



Ev - er in Thine 

Make me know that. 

Make me stead -fast, 
Help me to re 



own good way, 
Thou canst save; 
w-ise, and strong; 
mem-ber Thee, 




1 y ¥H^i ^ 








—\— 






-^l— 




— 


n J 


-\— 


-^^ 




1 — 


=^ 


(9 ^^ ^ 

Te 
Ke 

Ha 


^— — 4 

ich m 
ep m 
d wh€ 
P - P3 


^ — J— 

e to 
e safe 
n all 
^ most 


hi 

a 

of 


) pur 

r Th: 

Ion 

all 


e a 

y de 

e I 

tc 


id true; 
ar side; 

stand, 
) know 


Sh 
Le 
Shi 
Th 


ow n 

t IT 

eld rr 
lat n 

1 1 


le 
le 
e 


what I 
in Thy. 
withThy 
Fa - ther 


i=4 

oug 

mig 
lov 

f4 


ht 
e 
ht 

JS _ 


tc 
a 

-y 

.me 


) do. 
- bide, 
hand, 
so. 

n 






J — 


=t 


1— 










E 




■M- 


— 


=r 


— l^— 


zdi 



224 



CHILD RELIGION IN SONG AND STORY 

THREE KINGS OF ORIENT Rev. J. H. Hopkins 




Pj K. We three kings of 
2(fK. Born a babe on 

3(f-K. Frank -in - cense my 



■9 

O - rient are, 
Beth - lem's plain, 
of - fer - ing; 



Bear - ing gifts, -v^e 
Gold I bring to 
Cost - ly myrrh the 




tra - verse far 
crown Him a -gain; 
gift I bring; 



Field and foun - tain, moor and 
King for - ev - er, c6a - sing 
Prayer and prai - sing, all now 



p^" J Jmt ^ I f P I f p ir P 



moun - tarn, 
ne - ver 
rai - sing, 



^ 



CHORUS. 




Follow - ing yon - der star. 
His all - glo - rious reign. 

Worship - ing God on high . 



0! 



star of won - der, 



'>-^ ^ 1' IJ ^ 



r Mr ^ 



i' j i' I J ^ I 



m. 



* ^Tl 

Star of might, Star with roy - al beau - ty bright: West-ward 

M ft 



^^ I F ' I f ? I f 1^ ^ 



d'i I' ll JL_LI f ij J IJ r l ^-f TTm 



lead - ing, still pro - ceed - ing, Guide us to the per - feet light. 



Charles Wesley 



SONGS 
LOVING JESUS, MEEK AND MILD 



225 



Eleanor Smith 



Lov - ing Je - sus, meek and mild, Look up -_on a lit -tie child, 



V' ,'. ' ' 1 



M 



m 



-r^ — 9 a 



^ 



'HKi' r r f 



r^ ^^ _ 



i 



p'f' J J r r I r r f '^ r r i I J J j 



Make me,gen-tle as thou art, Come and live with --in my heart. 



V' ^1. I ' 1 



M 



m 



^ 



^n'-i. r" r r P 



m 



^ 




Take my child - ish hand in Thine, Guide these lit - tie feet of\ 




I'ni' i , r r^T^ ^ 



d^ 



^-r-fT 



k$=t 



^^''1' J J r r i r r r I ^ r r J J^ 



So shall all my hap - py days, Sing their pleas -ant song of -praise. 



;H i 'i. f- f I f l *F f F i rnZ IJ J r 



By permission of Thos. Charles Co. 



226 



CHILD RELIGION IN SONG AND STORY 



MORNING 



Sir Joseph Barnes 




^ *" 

1. When mora - ing gilds the skies,- My heart a-wak-ing cries_ May 

2. When - e'er ..the sweet, church bell , ^als o - ver hill and dell May 



^F=1 




1 ^- c 


=Fte 


^M= 


-hM 


4^ 


:■ f~^C it ■ 


1^ 




r _ r II ' ' 1 — ' — ' — ^ — 1 r-f r -j 

-■j 1 — 1— 1— J — J — J — 1 — 1 - - 1 — 1 


=r=^ 


■••• 


— (J e^ 

4 Ti-- 


=S== 


^=5=^ 


[ = ^ 


=t:^ 


-^r- i ' 



Je - sus Christ be. praised! A 
Je - sus Christ be praised! O 



like at work and. 
hark to what it 



pray-r 
sings. 



To 
A§ 




Moderate 



DOWN TO THE SEA 



1. Brooks down the moun-tain side Rush with a song, 

2. So are our hu - man lives. Start- ing like ' rills 



h\-i^/ ^ i 



^ 



^^ 



M. R. K. 




seek - ing the 
^wift - Iv the 



"/ 



^ 



r r 



^T 



f 



SONGS 



227 




riv- ers wide Where they be - long, Flow-ing in - creas -ing-ly Grow-ing un- 
cur- rent strives Down from the hills, Wid'- er each hour to be Eull-er^ach 




ceas - ing - ly Down to the migh-ty.sea Splen-did and strong, 
pow'r to be Till God's e - ter - ni - ty Life's course ful -; fils. 




Words by permission of Ginn & Co. 
Slowly. 



SONG TEXT 



M. R. K. 




What - so - ev - er ye would that men should do un - to 




you, do ye e - yen so un - to them. 



2 28 



CHILD RELIGION IN SONG AND STORY 

CAN YOU COUNT THE STARS Eleanor Smith 




1. Can you count the stars, that bright- ly Twin - kle_ in the mid -night sky? 

2. Do you know how man -y chil-dren Rise each morn-ing, blithe and gay? 




>^u J J r I r r'r r J i^J ^^ ^ 



Can you count the clouds, so light - ly O er the mead - ows float - ing by? 

Can you count the lit - tie voi - ces, Sing-ingsweet - ly, day by- day? 



^^' i I J j 



s 



^ 



i 



^ 



^^. 



^-^ 



^ 



i 



^_Jl 



f r r r I f 't f,-J 



i 



J J J J 



r r r c-j 



f' r r Lj 



God, the Lord, doth. 
God hears all the. 



mark their num - ber^ With- His eyes that, 
lit - tie voi - ces, In their pret - ty 








t==q 


1— 




pf 


i m — 


=#=^ 


■" 


— 


±- 




-H r— II 


-^ 


l—M d d * 

nev - er slum- ber, 
songs re - joic - es. 


4=^ 

He hath 
He doth 


made th 
love th 


em, 
em, 


e^ 


' si — 

V - 'ry 

V - 'ry 




—rh * H 

one. 
one. 










==^ ^ 


r 1 


1. 1 


i : 




— « 


l=J 


i : 




J5 — i_ 


■5 • 




1 — e 


r, 


—T.- *^ 

If ^ 1 


■f 




^m 


> 




m 







By permission of Thos. Charles Co. 



SOXGS 
SOXG TEXT 



229 

M. R. K. 



Slowly. 




So the Lord hath mer - cy on them toat fear 



Him. 



230 



CHILD RELIGION IN SONG AND STORY 



JoyfuHy. 



THE KING OF LOVE 



J. B. Dykes 



(f#T= 




^ 


^=^ 




J 


J 1 


J 




1= 




j__ — , H 


f=^ 




'^ . 




=^ 


—t 


M^= 


— 1 


^ 


* ^ . ■ 


1. The 


King of 


love 


my 


Shep - 


herd 


is, .Wnose 


2. Where s 


>treams of 


liv - 


ing 


wa 


ter 


flow My 


3. Per 


verse and 


fool\ - 


ish, 


oft 


I 


strayci, But 


4. In 


death's dark 


vale 


I 


fear 


no 


ill,. With 


5. Thou spreadst a 


ta - 


ble 


in 


7 


sight, Thine 


6. And 


so , through 


all 


'the length 


days, Thy 


>):tt|. f ' 


— ; 


\ ^^ 


V 


J. 


S~li 


••- 


J n 1 


s 




E 


h==X 


^mamd 


— \ — 


L-T 


r 




— 




\ ! 



iH 1 








rt 




=^ 


H — 1 


r-d— 


-_rar 






t= 


^ 


good 
ran - 
yet 
Thee, 
unc - 
good 


- n^ss f 
som'd s 

in 1 
dear L 
tion g 

- ness i 

-% 


1 < 

0- -* 

ail e 
oul I 
ove J 
ord, \ 
race I 
ail - e 

1 


*■ 

th 
le 
ie 
De 
)e 
th 

; 


nev 

lead - 
sought 
side__ 
stow - 
nev 
•1 -^ 


— * ! 

er; 

eth, 

me, 

me; 

eth; 


I noth - 
And, where 
And on 
Thy rod 
And oh , 
Good Shep - 


{Sin 

His_ 

and . 

the 

herd,_ 


% 

lack 
ver- 
shoul 
staff 
trans - 
may 


if 

dant 
-der 
my 
port. 




U-±A 









-A 




' 


1 


-^ 




-H 


di 




3 



|(i« J rn 


1 \ 


' — ^ h — 


. ■ — ! — 


r .\ 

—\ 


-^ 




t— 


1 


y ' tf,^ ' 


=^^ 


1 


' ' 


=^ 


=t 


=#=^ 


V 


I am 


His, And 


He is mine for - 


ev - 


er. 








pas - tures 


grow, With 
laid , And 


food ce-les^-tial 


feed - 


eth. 








gen - tly 


home, re-joic - ing, 


brought 


me. 








com - fort 


still, Thy 


Cross be-fore to 


guide _ 


me. 








of de - 


light With 


which mv cup o'er - 


flow • 


eth. 








sing Thy 


praise With 


in Thy house fof - 


ev 


er. 


A • 


• men. 




=^^^=f= 


=^=^ 


, - ' .-# 

— J-= Z — ^ ji — 


-P- 


~f 1 


F^ 


? 


1 


^J-2L « 

S 1 


-f— bj^ 








M^ 


r — 


i 



Coleridge 



HE PRAYETH BEST 



Gently. 



M. R. K 




He pray- eth best who lov -eth best All things bpth great and small 



SONGS 



231 




For the dear God <who lov - eth us He made and lov - eth all. 




SONG TEXT 



M. R. K. 




Weep - ing may -en dure for a night .But 



^m 



J. i: 1-^ 



v-i^H- [ r r T 



^m 



p^r J'' J) J , m 



^^ i^j J j ^^ 



joy com - eth in the morn 



ing. 



Weep - ing may en 



# 



asfe^ 



^ 



*r =^ 

r 



# — »^ 



^ 



^^ 



t^^rr 



i 



^^^J) J^ J ^ I I' P -^'' i! Ji I J J ^ I I 



dure for a night But ^y com - eth in the morn - ing. 



fN ; J .1 ■' 



^m 



^ 



^ 



/ 



n, f P ; p f 



i 



^ 



^ 



232 



CHILD RELIGION IN SONG AND STORY 

EASTER SONG Eleanor Smith 



Con anima. 




The lit -xtle flow-ers came from theground,At tas-tertime, at Eas-terlime, They 




raise(t>their heads and -looked a - roimd, At hap - py Eas-ter time. 



/oA 




then each lit -tie bud did say, Good -peo - ple^ bless' this ho - ly day, Jbr 




Chfist.^ is ris'n the an - gels say, This - ho - Ij, ho - ly Eas - ter .day. 




By permission of Thos. Charles Co. 



SONGS 
EASTER ANTHEM 



233 

Arr. 



Maestoso. 




1. Christ the • Lord is risen to - day 
^^ Hymns of praise then let us sing 



Al 
Al 



le - lu 
le - lu 




Sons of men and an — gels say- Al 

Un - to Christ our Heavh - ly King Al 




Raise your joys and tri - uhiphs high Al 

Who en-dured the cross and grave Al 

1 




Sing ye heav'ns and earth re - ply 
Sin-ners to re - deem and save 



le - lu - ia. 
le - lu - iar 



A_ 
A 



men. 
men. 



234 



CHILD RELIGION IN SONG AND STORY 



SPRING SONG 



P. A. SCHNECKER 



Cheerfully 



jig jv^j^ii p I p p p J-' I J^ ;. J) J^ I JWi J 



1. All is bright and cheer -ful round us, All ar-bove " 'is soft and Jilue; 

2. If the ' flowts that fade so quick -ly, If a day that ends in nighty 

3. There are leaves that nev - er with-er, There are flow'rs thai ne'er de - cay.: 




Spring at last hath come and found us. Spring and all its 
If the skies that" .do.ud so thick -ly Oft - en cov-ers 

Noth - ing" e - vil go - eth thith - er; .Noth - ing good is 



pleas -ures, too; 

from our sight, 

kept a - way. 




Ev' - ry flqw'r is 

If they ail have 

They that came from 



full of glad-ness, Dew is bright and buds are gay, 
so much beau - ty, What must be God's land of i;est, 
t'rib - u - la - tion, Wash'd their robes and made them white, 




Earth,with all its sin and sad-ness, Seems a hap - py place to -day. _ 

Where his sons that do their du - ty, Af - ter ma - ny toils are blest? 

Out of ev'- ry tongue and na -tion, Now have rest, and peace, and light. 



SONGS 



235 



GmdxiaUy slower 



(^ Ji J' J^' J' l J' p P p I p p P 1' 1 ^ 



Al - le - lu - ia!^ Al - le - lu'- ia! Al - le - lu - ia! 



^m 



^ 



^ 



^ 



i^ai 



^ 



a 



^ I'U U~L 



By permission of G. Shirmer. 



GOD SENDS HIS BRIGHT SPRING SUN Eleanor S:>iith 
Allegretto. 




1. God sends His bright spring sun To melt the ice and snow, To 

2. God sends His love to us, To make our good- ness grow, Let 





start — the- green leaf b;\ds, And make the flow - ers 
lis be .sweet like f lowr's.That in the gar - den 



By permission of Thos. Charles Co. 



grow, 
blow. 




236 



CHILD RELIGION IN SONG AND STORY 

AT TWILIGHT Sm Joseph Barney 



^ 



f •> I ^ \l ^ 



Be - side- the_ hearth- rug 
.The. .fu_- turej lies be - 



^* 



^^ 



t 



t=i 



*?=* 



'^ Ir M J'lp: p: If f F 1 ^ ^^ 




ly - ing I watch the em - bers dy 
fore me, To build fair man-sions o'er 



ing And build a splen-did 
me, By deeds of cour-age 




cas - tie there With col - umns state - ly, 

works of love. As .- pir - ing thoughts that 



tall and fair A 
reach* a - bove; My 




home to _shel - ter me In hap - py days to 

cas - -tie thus shall stand E - ter - nal, fair and 



be. 

grand , 



SONGS 
THE STAR SPANGLED BANNER 



Francis Scott Key 
Con spirito. 



237 



Arnold 




.1 Oh! say, 

2.0a the shore, 

3. And where' 

4. Oh! tniis 



can you see, by the .dawns ear-ly 

dim-ly seen tjiro' the mist of the 

is that band,^vho so vaunt- ing-ly 

be it .^v - er, when free men shall 



^^ 






^m 



-m 



w 



^ 



^ 



^ 



i 



r 



jLj) i r ;, p ^^ ^ 



^^ 



light, "WTiat so proud - ly • we 

deep, Wliere the foe's Raugh-ty 

swore, • 'Mid the . hav - oc of 

■stand. Be - tween our"^ lov'd 



hailed at the twi - light's last 

host in dread si - lence • re 

war and. „the u.at " tle'c con 



home and the 



Wajs- des 



P^ 



^ 



m 






:f± 



m 



p=5 



^^ 




i 



m 



gleam-ingTWhose broad stripes and bright 

■ pos - es, "WTiat is. that which the 

fu - sion, A home and a 

la - tion! Blest with vie - try- and 



stars, thro' the per - il 

breeze, o'er the tow - er 

coun-try they'd leave us 

peace, may the Jleaven res 



ous 

_no 
cued 



^^fSf 



m 






m^ 



4=^ 



^^ 



238 



CHILD RELIGION IN SONG AND STORY 




fight, Oer the 
steep,' As it 
more? ^heir 
land, Praise the- 



ram - parts w& 
fit - ful - ly 
blood has wash'd 
Power that hath 



watch'd, were so 
blows, half con 
out their foul 
made and pre 



gal - lant - ly 

ceals, half dis' 

foot-steps^ ppl 
serv'd us a 




F#^ 




>-> , 


r^^ 


4=^ 


0= 


-^M^ 


J J , 


^ 


stream- ing? And the 
clos - es? -Now it 
lu - tion: No- 
na - tion! Then_- 


--^ ^— 

rock- ets' 
catch- es 
jef - uge 
con - quer 


— 1 

red 
the 
could 
we 

— T"" — 1 


— 1 

glare, 
gleam 
save 
must, 


the bombs 
of the 
the 

when our^ 


1 r r .[ =1 

burst - ing^ in 
morn - ing's lirst 
hire - ling and 
cause it is 

1 J J j ,| 




^=H 


d 


-f 


4= 


4= 


1 


^ ^ IT 


N^ 


« 




.1. .,:. 


_,. 1 




-^ — ' 


U L 


1 






air. Gave . proof thro* the night that our flag was still there: 

team; In full ' glo - ry re .- fleet - ed, now 'shines on the stream-, 

slave From the ter - ror of flight, or 'the gloom of the/ grave; 

just; And— this be our mot - to, "In God is our trust-," 




'ni'f p 



^ 



^ 



SONGS 



239 



CHORUS. 




say doe^ «-that star span - gled ban j 

cnan - o-IaH Kan -nor (^\ long_ may_ it 



1. Oh!_ __^ ..^ _._. .^_ 

s.'Tis the star span-gled ban - ner, 



ner yet 



fi'iOU j J I J J ^j i j 



3. And the star .span-gled ban - ner in tri - umph shall 

4, And the star span-gled ban - ner in tri - umph shall 



;n''iif"p'i J J J I f r r ^ 



^-Ma- 





wave, o'er the land 0^' the 
wave, o'er the land of the 



free, anu the home of the brave! 
free, and the home of the brave! 



m 



wave, O'er the land of the_ free, and . the 
wave, "While the land of the free is the 



home of the brave! 
home of the brave! 



^ 



^ u r "r I f P r n i > 



240 



CHILD RELIGION IN SONG AND STORY 



PRAISE, MY SOUL 



Sir John Goss 




i. Praise my soul the King of heav - .en. 

2. Praise Him; for Hi^ grace and fav - or, 

3. An- gels in the height a - dore Him, 



To His feet thy tri-bute , Jjring-, 
To our fa-thers iif dis - tress; 
Ye be -hold Him face to face. 




Ran-somed, healed, re - stored,for - giv- en, Ev - er 1 more His prais-es sing, 
Praise Him still the same as ev - er, Slow to chide and swift to • bless.- 
Saints tri - umph - ant bow be - fore Him, Gath-ered in from ev - ery race. 




Al - le - lu- ia, 
Al - le - lu - ia, 
Al - le - lu - ia, 



Al-le 
Al-le 
Al-le 



lu-ia,^ Praise the 
lu-ia, Glo- rious 
lu-ia, Praise with 

A 



ev-er 
in His 
us the 



last - ing 
faith - ful 
God of 



XT 

King, 
ness.. 
grace. J 




Copyright 1898, by Scott, Forsman & Co. Used by permission of Silver, Burdett & Co. 



NEARER, MY GOD, TO THEE Dr. Lowell Mason 



!' l j, JJM Ji II J. J J ' lJJ ■ IJ: ^ 



1. Near- er, my God to Thee, Near - er to Thee: E'en though it 

2.Though4ike the wan-der-er, The sun gone down, Dark- ness be 

b ^=J^ L 



^ 



r I \ \ M^ ^|^ if"^ ^ i i ^' f f' 




be a cross 
ov - er me. 



That 
My 



rais-eth me; 

rest a stone; _ 



.Still all my song shall be, 
Yet in my dreams I'd be 



SONGS 



241 




Near-er, my God, to Thee, Near- er, my God, to Thee, Near - er to 
Near-er my God, to Thee, Near- er, ray God, to Thee, Near.- er to 



Thee. 
Thee, 




WORK, FOR THE NIGHT IS COMING 



L. Mason 




1. Work, for 

2. Work, _ for 

3. Work, for 



the night is 
the night- is 
the night is 



com 
com 
com 



log; 



Work tnro' the morn -ing 

Work thro' the sun - ny 

Un - der the sun -- set 



hours ; 
noon;, 
skies, 




'^^ J-'- J^ ifl J J i p p 1^ J^ J ^ 1^ ^ 



Work while the dew is- 
Fill bright- est hours with 
While their bright tints are 

I 



spark 

.la 

glow - ing 



ling; 
bof, 



Work '^id spring- ing flowers; 
Rest comes sure and. .soon:. 
Work, for day- light flies; 




Work, for the night is com - ing, 
Work, for the night is .com - tng. 
Wo rk,while night is dark - en - ing, 



When man's work is done. 
When man works no "more. 
When man's work is o'er. 



A - men. 



242 



CHILD RELIGION IN SONG AND STORY 



I THINK WHEN I READ 



English 




1. I think when I read that sweet sto - ry of old When 

2. I wish -that His- hands had been placed on my head That His 

3. Yet still to His foot - stool in prayer I^ may go, And 

4. In that beau - ti - fuL place He is gone to pre -pare For 




iMr^ 






n 4)|j 








1 

— i 


N li^'i 


, 1 f — k — s 


N=^ 


fe=q 


■je 

am 
asl 
all 


- sus wa 

us had bee 

I for a 

who an 

P 


s 
n 


lere a- mo 
thrown a-roi] 
share in Hi 
washed and fc 


tnd 
s^ 


me 
me 
lo\ 
gi^ 


n How He 
5 And that 
ej And 
Vi: ' And 

-J-^ , 


catledlit-tle chil-dren aS 
I might iMCve seen His kind 
it I ear - nest - ly 
ijia - ny dear chil - dren are 

1^ -^ '- ' , 


1^=^ 


' P 




F — 




^ 




* 








1 




lambs to His fold I should like to have been with them then, 

looks when He said, ^ Let the . lit - tie one^ come un - to me." 

seek Him be - low, I shall . see Hira^ and hear Him - a - ' rbove , 

gath - er - ing there "For of - 'such is the king - dom of heaven." 



SONGS 



243 



SONG TEXT 
P 




244 



CHILD RELIGION IN SONG AND STORY 



SONG TEXT 



M. R. K. 



With spirit . 



^^ O J J ^ 



^ 



Let the peo - pie praise Thee. O God; 



Let 




all the peo - pie praise Thee-, O let the na - tions be 




SONGS 



245 



WHEN THE EARTH WAKES UP IN GLADNESS 



Fesca 




When the earth wakes up in glad - cess la, the ear - ly days of 
From the long sleep of the win - ter ^1 coshes - back to life once 




tT— 



spring, 
-more^, 



And ' rn leaf and flower re 
And each blade of- g^s -sap 



joi - ces, L^t us 

-spring - ing,~ Joins a 




sing with heart and /voi - ces, Prais - ing Him our Lord and- ^King. 

migh-ty .chp - rus, sing — ing, Lord we 'upraise Thee and a -^"dore. 




By permission of Thos. Charles Co. 



246 



CHILD RELIGION IN SONG AND STORY 



AMERICA 



Moderatot 



if /£ ^ } \ 




\ 


-^v-^^ 


-| J J J • 


1 ,. 


^ 


J >\ 


1} My 
2.My 
8. let 
4. Our 


coun - try, 
jna - tive 
am - sic 
fa --thers' 

« ■ f" • 


'tis 
cpun 
swell 
God, 

u 

1 ;: 


^ thee, 
try thee, 
the breeze 
to Thee, 


-M 1 «— 

Sweet land of 

Land of the * 

And ring^ from 

Au - tho.- of 

A ^ ■ 'f 
_|_i , 


-MK — §- 

lib - er 
no - ble 
all the 
lib - er 
^- P- 
-f-r -- 


-i-H. 

free, 
trees 
- ty, 

=4=1 




-X, — -^ 


=!=«-- 


~b- r- 


4= — ^ — » — 


4=^ 


P= 


— 1 



tT^ 






^=+= 


V r< r r 1 r I -^ li i -«— 1 


8.T 

3.Sv 
4.T 


f tl 
hy ni 
t eet f 
Tl 


5 — 1 

lee 
ime- 
ree-d 
lee \ 


[ 
I 

om 
Ae 

» — 


si 
Ic 

S( 

S] 


Qg-' 
vev 

ag. 


L 

■i 

Lc 


^7—\ 

Eindw 
[ 1( 
et n 
)ng n 

r i 


--tH 

here, my 
3V© thy 
lor - tal 
lay our 


-H^ — \r—^ — tm — 1. I-. " 

fa - thers died, Land of the 
rocks and -rills, Thy woodland 
tongu^a - wake, Let all that 

land be bright With free-doras 

if: fi f \t'%^^^ 


J V 1 










^ 


— 1- 


» — 




-H ^ 


r 1 ' ' 



( |N: ^ j I J p n I J: n I ^ J--n7-a 



pii- 

tem- 

breathe 

ho - 



grim's pride, From ev - ry 

pled \.nills; My heart with 

par - tak-e, Let rocks their 

ly light, Pro - t ect- -us 



moun-tain side 



Let free - dom 



ring. 



rap- ture thrills 7 like -that a - bove. 
si - 1enceJ)reak,*'^ The sound pro - long, 
by. Thy -thight, Great God, our- Kihg. 



INDICES 



INDICES 



INDEX OF SONGS 
FIRST LINES 



PAGE 

All is bright and cheerful round us 234 

As Joseph was a-walking 210 

Brooks down the mountain -side 226 

But the Lord is mindful of his own 200 

Can a Httle child like me ? 208 

Can you coimt the stars ? 228 

Carol, brothers, carol 221 

Christ, the Lord, is risen today 233 

Come, children, lift your voices 204 

Come, ye thankful people, come 202 

Father dear, I fain would thank Thee. . . . 190 

Father, lead me day by day 223 

From the bright blue heavens 204 

God sends his bright spring sun 235 

He prayeth best who loveth best 230 

Holy, Holy, Holy, Lord God Almighty. . . 191 

Holy night, silent night 220 

I come from Heaven high above 202 

I think when I read that sweet story of old 242 

In the little village of Bethlehem 214 

Loving Jesiis, meek and mild 225 

My country, 'tis of thee 245 

Nearer, my God, to Thee 240 



PAGE 

No evil shall befall thee 197 

O say, can you see, by the dawn's early 

light 237 

O, tell me, gentle shepherd 209 

Onward, Christian soldiers 192 

Praise, my soul, the King of Heaven 240 

Praise ye the Father 193 

The earth is hushed in silence 189 

The future lies before me 236 

The King of Love my shepherd is 230 

The little flowers come from the ground. . 232 
There's naught I love so tenderly as you, 

my mother dear 196 

We come to Thee, our Father 218 

We plough the fields 206 

We praise Thee, Lord, with earliest morn- 
ing ray 207 

We tiiree kings of Orient are 224 

When He cometh, when He cometh, to 

make up His jewels 202 

When morning gilds the skies 226 

When the earth wakes up in gladness 245 

Work, for the night is coming 241 



INDEX OF SONGS BY TITLES 



PAGE 

America 245 

Angel's Chorus 197 

At Twihght 236 

As Joseph Was A-walking 210 

But the Lord Is Mindful 200 

Can a Litde Child ? 208 

Can You Count the Stars ? 228 

Carol, Brothers, Carol 221 

Christmas Hymn 212 



PAGE 

Down to the Sea 226 

Easter Anthem 233 

Easter Song 232 

Father, Lead Me 223 

From the Bright Blue Heavens 204 

God Sends His Bright Spring Sun 235 

Harvest 204 

He Prayeth Best 230 

Holy Night 220 



249 



250 



CHILD RELIGION IN SONG AND STORY 



PAGE 

Holy, Holy, Holy 191 

I Think When I Read 242 

Jewels 202 

Loving Jesus, Meek and Mild 225 

March Song 218 

Morning 226 

Morning Prayer 190 

Mother Dear 196 

Nearer, My God, To Thee 240 

Onward, Christian Soldiers 192 

O, Tell Me, Gentle Shepherd 209 

Praise Ye, the Father • 193 



PAGE 

Praise, My Soul 240 

Spring Song 234 

Thanksgiving Hymn 202 

The Birthday of a King 214 

The King of Love 230 

The Lord's Own Day 189 

The Star-Spangled Banner 237 

Three Kings of Orient 224 

We Plough the Fields 206 

We Praise Thee, Lord 207 

When the Earth Wakes up in Gladness. . 244 

Work, for the Night Is Coming 241 



SONG-TEXTS 



PAGE 

Behold, I bring you good tidings 212 

Blessed is the man that trusteth in Thee . . . 203 
Hosanna, blessed is He that cometh in the 

name of the Lord 223 

Let the people praise Thee, O God 244 

Like as a father pitieth his children 229 



PAGE 

Our Father, who art in Heaven 217 

Weeping may endure for a night 231 

Suffer the httle children to come unto me . . 243 
Whatsoever ye would that men should do 

imto you 227 

All things come of thee, O Lord 190 



BOOKS USEFUL TO THE TEACHER USING THE LESSONS IN 
CHILD RELIGION IN SONG AND STORY 

Coe: Education in Religion and Morals (Revell. $1.35). 

Burton and Mathews : Principles and Ideals for the Sunday School (University of 

Chicago Press. $1 . 00) . 
Harrison: A Study in Child Nature (Chicago Kindergarten Co. $1.00). 
Tanner: T/^e CM^ (Rand, McNally. $1.50). 
Sully: Studies in Childhood {K^Y'^tton. $2.50). 
DuBois: Beckonings of Little Hands (Wattles. $1.00). 
Koons: The Child's Religious Life (Eaton and Mains. $0.75). 
Brumbaugh: The Making of a Teacher (S. S. T. Co. $1.50). 
Houghton: Telling Bible Stories (Scnhners. $1.25). 
Pease: An Outline of a Bible School Curriculum (University of Chicago Press. 

$1.50). 
Edersheim: Jesus the Messiah (Longmans, Greene & Co. $1.00). 
Edersheim: In the Days of Jesus (Revell & Co. $0.75). 
Wade: Old Testament History (E. P. Button & Co. $1.50). 
FuLLEYLOVE AND Kelman: The Holy Land (Macmillan Co.). 
Cornill: The Prophets of Israel (Open Court Publishing Co. $1.00). 
Stalker: The Life of Paul (Revell & Co. $0.60). 
Seidel: In the Times of Jesus (The American Institute of Sacred Literature. 

$0.60). 



ACKNOWLEDGMENTS 

The authors and publishers of Child Religion in Song and Story wish 
gratefully to acknowledge the kindness of various publishers of music for the 
use of songs, the publication of which is not ordinarily permitted outside their 
own works. They are as follows: Ginn & Co., publishers of The Educa- 
tional Music Course; Silver, Burdett & Co., and Scott, Foresman & Co., 
publishers of various series of books containing music for children; A. Flan- 
agan, publisher of Songs in Season; Thomas Charles Co., publisher of music 
books for school use; and G. Schirmer & Co., publishers of the two songs 
''The Birthday of a King, and "Spring Song." 



OCT 931^0^ 



DEL. TO GAT. OIV. 



